ESTJ

Abstract: This paper presents the results of a study of the relationships between the personality types of a group of English as a foreign language (EFL) students in Indonesia and various measures of their academic performance in a semester-long course including a series of EFL language measures. Students were the entering class of English majors (N=76) at a university in Indonesia in the fall of 1991. We tracked them through their performance in an Integrated Course, a 9-hour-per-week intensive basic course they needed to pass in order to move on to any second semester or higher course. The course is team-taught in 3 sections of students, with 3 teachers teaching each section. We gave the students the Myers-Briggs Type Indicator (MBTI), which had been translated into Indonesian. We report and discuss the validity and reliability of using this as a measure of students’ personality types. In addition, we tested the students monthly on reading comprehension, vocabulary, grammar, and writing. Results show that these EFL students are almost evenly divided between Extraverts and Introverts, with over 50% of the students being 1 of 2 (out of 16 possible) types: ESTJ (37%), ISTJ (21%). The distribution of types for these EFL students is similar to those of ESL students in similar studies. Although extraversion and introversion are related to vocabulary and composite course scores, there are few other direct relationships between learners’ personality types and their language performance. We discuss implications for further research, as well as for EFL/ESL classrooms.

Abstract: The purpose of this study was to examine the relationship between personality types, as measured by the Myers-Briggs Type Indicator (MBTI) Form G, and teaching effectiveness, as measured by the Classroom Observation Keyed for Effectiveness Research (COKER) of selected beginning industrial and health occupations education teachers. Slightly more than one-fifth of the respondents had completed a bachelor's degree.Nine of the sixteen personality types were represented in this study. A majority of the respondents reported a preference for extraversion-sensing-thinking-judging (ESTJ). Overall, the data indicate that only 41% of the respondents were effective teachers. As a group, beginning industrial and health occupations education teachers scored below the mean on the 18 COKER competency statements. Eight of the 18 teaching effectiveness competency statements had significant and positive relationships with the sensing-intuition temperament type. The sensing-intuition temperament type was the best predictor of teaching effectiveness when compared with extraversion-introversion, thinking-feeling, and judgment-perception temperament types. Selected teacher preparation strategies and inservice programs need to be planned to meet diverse strengths and weaknesses of beginning industrial and health occupations education teachers.

Abstract: This paper intends to relate characteristics of female executive psychological type with their male colleagues in corporations operating in Brazil (CEOs, VPs/directors and top managers). The theoretical framework explores the glass ceiling and the prejudices faced by female executives. It was developed a mixed qualitative-quantitative method. In the quantitative part we interviewed 743 men and 222 women from 344 corporations. We applied also the questionnaire MBTI to 430 of these executives. In the qualitative part we held focus groups with 227 individuals and 104 semi-structured interviews. The most active psychological MBTI type found was the ESTJ, both to men and women. The dominant characteristics in this type is more rational, logical and less emotional. Prejudices are huge: women need to work harder to show that they are as competent as men. They also live the society's pressure in relation to the roles as mother and wife.