Personality Correlates of Teacher Performance in a Micro-Teaching Laboratory

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Abstract
Relationships between personality characteristics and patterns of teaching behaviors were sought through the study of performance in a teaching laboratory. An attempt was made to overcome two design criticisms of past studies through the use of hypothesis supported by sound personality theory and the use of operationally defined criteria of teacher performance. Relationships between personality variables and teaching performance were no greater than what was expected by chance. Further research in the area of personality and teaching is not supported by the literature or the present investigation. An analysis of performance criteria, however, revealed that further study may help to identify teachers who would profit from differential treatments (e.g., different amount of practice of skills related to a particular teaching task) in a teaching laboratory.

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