Personality Type, Creativity, and Classroom Teaching Style in Student Teachers

The present study examined personality type, creativity, and classroom teaching style of 46 elementary and secondary pre-service student teachers. University supervisors observed and recorded classroom behavior using the Classroom Creativity Observation Schedule (CCOS). Student teachers also completed the Myers-Briggs Personality Type Indicator (MBTI) and Torrance Tests of Creative Thinking. Creativity scores of the student teachers did not correlate significantly with classroom behavior. However, some personality characteristics did relate to creativity and to performance in the classroom. Results revealed that the thinking and perceiving preferences from the MBTI predicted student teachers' classroom motivational climate, divergent use of materials, and pupil-to-pupil interactions. The intuitive preference students had higher fluency and originality scores. Results are discussed in terms of creativity theory, personality, and teacher education.