Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2025, Cilt: 7 Sayı: 1, 86 - 103, 30.06.2025
https://doi.org/10.51535/tell.1662258

Öz

Kaynakça

  • Ağgez, İ. T. (2015). Teaching styles used by physical education teachers. Unpublished dissertation, Kırıkkale University, Kırıkkale.
  • Akpınar, E., & Ergin, Ö. (2005). The role of science teacher in constructivist theory. Elementary Education Online, 4(2), 55-64.
  • Alan, Y. (2020). The opinions of teachers regarding the usage of interactive whiteboard in Turkish classes. Journal of Mother Tongue Education, 8(3), 694-707. https://doi.org/10.16916/aded.679706
  • Alkan, N. (2006). Validity and reliability study of the Five Factor Personality scale. Unpublished study. https://www.researchgate.net/publication/380910272_BES_FAKTOR_KISILIK_OLCEGININ_GECERLIK_VE_GUVENILIRLIK_CALISMASI
  • Allen, R. F. (1988). The relationship betwen learning style and teaching style of secondary teachers in South Central Kansas. Unpublished doctoral dissertation, University of Kansas, Manhattan, USA.
  • Andabai, P. (2013). Teacher’s personality and classroom management of tertiary institutions in Nigeria: The issues and perspectives. Academic Journal of Interdisciplinary Studies, 2(5), 73-78. https://doi.org/10.5901/ajis.2013.v2n5p73.
  • Atkinson, L. R., Atkinson, R. C., Smith, E. E., & Ben, D. J.(1993). Introduction to psychology (11th edition). Fort Worth.
  • Atmaca, T. (2020). The relationship between the personality types of teachers and alienation from the profession. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 20 (1), 491-506.
  • Avcu, G. (2006). Linguistic equivalence, validity, reliability and norm study of Symptom Assessment Questionnaire (SA-45®) problem screening scale for Türkiye conditions. Unpublished dissertation, Marmara University, İstanbul.
  • Aydın, R., Canavar, O., & İşlek, M. (2021). A study on A and B personality structures of teachers. International Journal of Social Sciences in Turkic Cultural Geography, 6(2), 165-182.
  • Babadoğan, C., Kassenova, A., & Karaşahinoğlu, A. (2014). Investigation of learning and teaching style of teachers based on some variables. The Journal of Educational Sciences and Practice, 13(26), 125-146.
  • Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9(1-2), 9–30. https://doi.org/10.1111/1468-2389.00160
  • Baş, M. (2018). Investigation of the relationship between primary teacher candidates and personality features and learning styles. Unpublished dissertation, Kırıkkale University, Kırıkkale.
  • Behnam, B., & Bayazidi, M. (2013). The relationship between personality types and teaching styles in Iranian adult TEFL context. Global Journal of Foreign Language Teaching. 2, 21-32.
  • Burger, J. M. (2019). Personality. Cengage Learning.
  • Büyüköztürk, Ş. (2002). Handbook of Data Analysis for Social Sciences: Statistics, Research Design, SPSS Applications and Interpretation (24th edition). Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Scientific research methods in education (25th edition). Pegem Akademi.
  • Büyükuysal, E. (2016). The relation between the class management strategies and personality traits of English teachers in highs schools. Unpublished dissertation, Bülent Ecevit University, Zonguldak.
  • Church, M. K. (1993). Investigation and measurement of personality structure in a Non-Western Culture: Relating indigenous Philiphinne dimensions to the Big Five Model. Unpublished doctoral dissertation, Washington State University, Washington, USA.
  • Cohen J. H., & Amidon, E. J. (2004). Reward and punishment histories: A way of predicting teaching style?. Journal of Educational Research, 97(5). 269-280. https://doi.org/10.3200/JOER.97.5.269-280
  • Costa, P. T., & McCrae, R. R. (1992). The five-factor model of personality and its relevance to personality disorders. Journal of personality disorders, 6(4), 343-359. https://doi.org/10.1521/pedi.1992.6.4.343
  • Çelebi, C. (2006). The Effect of cooperative learning based to constructive approach to students achevement and attitudes at primary school 5th year social studies lesson. Unpublished dissertation, Selçuk University, Konya.
  • Demirci, S. (2003). Relationships between five peronality factors traits and job satisfaction of teachers. Unpublished dissertation, Karadeniz Teknik University, Trabzon.
  • Demirci, M. K., Özler, D. E., & Girgin, B. (2009). The effects of the five factor personality model on emotional harassment (mobbing) in the workplace - An application in hospital enterprises. Journal of Azerbaijani Studies, 10(3-4), 13-39.
  • Digman, J. M., & Takemoto-Chock, N. K. (1981). Factors in the natural language of personality: Re-analysis, comparison, and interpretation of six major studies. Multivariate Behavioral Research, 16(2), 149-170. https://doi.org/10.1207/s15327906mbr1602_2
  • Dilekli, Y. (2015). The relationship among teachers' classroom practices for teaching thinking skills, teachers' self-efficacy towards teaching thinking skills and teachers' teaching styles. Unpublished doctoral dissertation, Balıkesir University, Balıkesir.
  • Dinçer, B., Saracaloğlu, A. S., Karademir, Ç. A., & Dedebali, N. C. (2017). Determining teaching styles, self-efficacy believes and job satisfaction of teachers. Education Sciences, 12(1), 58-85.
  • Dunn, R. S., & Dunn, K. J. (1979). Learning styles and teaching styles: Should They… Can They… Be Matched? Educational Leadership, 36(4), 238-244.
  • Erkan, İ., & Şirin, T. (2024). The relationship between teacher candidates' enneagram personality types and classroom management self-efficacy beliefs. Journal of The Human and Social Science Researches, 13(3), 1481-1502. https://doi.org/10.15869/itobiad.1379771
  • Eser, S. (2017). The mediation role of learning styles and academic motivation in the influence of personal traits on attitudes toward profession: A research on undergraduate students of Tour Guiding. Unpublished doctoral dissertation, Mersin University, Mersin.
  • Fer, S., & Cırık, İ. (2007). Constructivist learning - From theory to practice. Morpa.
  • Gençer, E. Ö., Taşyürek, F., Duran, Y., & Ulukaya, B. (2023). Teachers' learning and teaching experiences in the context of technological transformation: A review. Ulusal Eğitim Dergisi, 3(11), 1958-1978.
  • Goldenberg, H., & Goldenberg, I. (2008). Family therapy (6. Edition). Thomson/Brooks/Cole.
  • Göksal, M. (2022). Investigating the relationship between the five factor personality features and organizational citizenship behaviors of primary school teachers. Turkish Journal of Management and Economics Research, 3(2), 131-146.
  • Göl Battı, D. (2019). Investigation of the relationship between personality and leadership types of primary school administrators. Unpublished dissertation, Mersin University, Mersin.
  • Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149. https://doi.org/10.1080/87567555.1994.9926845
  • Grasha, A. F. (1996). Teaching with style. Alliance Publishers.
  • Gülten, D. Ç., & Özkan, E. (2014). The ınvestigation of primary school teacher’s teaching styles in terms of various variables. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 23(2014), 193-218.
  • Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Direction For Adult And Continuing Education, 93, 17-26. https://doi.org/10.1002/ace.46
  • Hellriegel, D., & Slocum, J. W. (2009). Organizational behaviour (12nd Edition). South-Western Centrage Learning.
  • John, O. P., Donahue, E. M., & Kentle, R. L. (1991). The big five inventory-versions 4a and 54. Berkeley, University of California, Institute of Personality and Social Research.
  • Kim, K. (1993). The relationship between teaching style and personality characteristic of group piano teacher. Unpublished dissertation, Boston University, Boston.
  • Köklü, N., Büyüköztürk, Ş., & Çokluk Bökeoğlu, Ö. (2007). Statistics for social sciences (18th edition). Pegem Akademi.
  • Kulinna, P. H., & Cothran, D. J. (2003). Physical education teacher’s self-reported use and perceptions of various teaching styles. Learning and Instruction, 13(6), 597-609. https://doi.org/10.1016/S0959-4752(02)00044-0
  • Lloyd, D. G. (2002). Teaching styles and faculty attitudes towards computer technology in teaching and learning at a college in Ontario. Unpublished doctoral dissertation, University of Toronto, Toronto, Canada.
  • McCollin, E. (2000). Faculty and student perceptions o f teaching styles: Do teaching styles differ for traditional and nontraditional students? Paper presented at the Annual Conference of Mid-South Educational Research Association 15-17 November 2000, Bowing Green, KY, USA.
  • Merdan, E. (2013). Research the relationship between ‘Five factor personality theory’ and business values: A research in banking. Gümüshane University Electronic Journal of the Institute of Social Science, 4(7), 140-159.
  • Moody, M. C. (2007), Adaptive behvior in intercultural environments: The relationship between cultural intelligence factors and Big Five Personality Traits. Unpublished doctoral dissertation, George Washington University, Washington, USA.
  • Mutluoğlu, A. (2012). Examining primary mathematics teachers' technological pedagogical content knowledge according to their preffered teaching styles. Unpublished dissertation, Necmettin Erbakan University, Konya.
  • Oktay, H. (2007). The relationship between motivation and personality characteristics of primary and high schools. Unpublished dissertation, Yeditepe University, İstanbul.
  • Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning.
  • Pavlovic, D., Stanisavljevic-Petrovic, Z., & Injac, M. (2017). Teachers’ characteristics and development of students’ attitudes towards school. Journal for Educators, Teachers and Trainers, 8(1), 239-252.
  • Raven, M. R., Cano, J., Carton, B. L., & Shelhamer, V. (1993). A comparision of learning styles, teaching styles and personality styles of preservice montana and ohio agriculture teachers. Journal of Agricultural Education, 34(1), 40-50. https://doi.org/10.5032/jae.1993.01001
  • Robbins, S. P., & Judge, T. A. (2011). Organizational behaviour. Pearson Education.
  • Saracaloğlu, A. S., Dedebali, N.C., Dinçer, B., & Dursun, F. (2011). Investigation of teaching styles of primary school, science and techonology, Turkish teachers. e-Journal of New World Sciences Academy Education Sciences, 6(3), 2313-2327.
  • Sarıtaş, E., & Süral, S. (2010). Grasha-Reichmann learning and teaching style of the scale study Turkish adaptation. e-Journal of New World Sciences Academy, 5(4), 2162-2177.
  • Sav, İ. (2007). The relationship personality traits and and their coping strategies of counselors. Unpublished dissertation, Dokuz Eylül University, İzmir.
  • Sevgi, F. (2017). An analysis of the relationship between the personality types and the class management styles of classroom teachers for different variables (Kayseri province). Unpublished dissertation, Erciyes University, Kayseri.
  • Süral, S. (2010). The comparison of teaching styles of teaching staffs who worked in different faculties of Pamukkale University. Education Sciences, 5(3), 1226-1242.
  • Süral, S. (2013). The relationship between primary school teachers' teaching styles with the attitudes towards the teaching profession and classroom management approaches. Unpublished doctoral dissertation, Adnan Menderes University, Aydın.
  • Taner, G. (2005). A study about the point of views of the teachers on the issue of the techniques of individual identification and practising it in pre-education classes. Unpublished dissertation, Selçuk University, Konya.
  • Trouba, E. J. (2007). A person-organization fit study of the Big Five Personality Model and attraction to organizations with varying compensation system characteristics. Unpublished doctoral dissertation, DePaul University, Chicago, USA.
  • Turgut, Ü., Salar, R., Aksakallı, A., & Gürbüz, F. (2016). Investigation of teachers’ views about reflection on individual differences to teaching process: A qualitative study. Journal of Bayburt Faculty of Education, 11(2), 431-444.
  • Ünal, L. I. (2008). Neoliberalism, flexible employment and women teachers: A conceptual framework. In E. A. Ateş & H. Çağlayan (Eds.), Social rights and job security of women working in education and science sectors (97-106). EğitimSen yayınları.
  • Ünsal, Y., & İhtiyaroğlu, N. (2022). Analyzing the relationship between teachers' personality traits and effective communication skills. Muğla Sıtkı Koçman University Journal of Education, 9(1), 98-109.
  • Üredi, L. (2006). I. and II. level primary education teachers' perceptions about teaching profession according to their styles preference. Unpublished doctoral dissertation, Marmara University, İstanbul.
  • Valencic, K. M. (2001). An investigation of teacher’ temperament and students’ perceptions of teacher: Communication behavior and students’ attitudes toward teachers. Unpublished doctoral dissertation, West Virginia University, Morgantown.
  • Van der Linden, D., Scholte, R. H., Cillessen, A. H., te Nijenhuis, J., & Segers, E. (2010). Classroom ratings of likeability and popularity are related to the Big Five and the general factor of personality. Journal of Research in Personality, 44(5), 669-672. https://doi.org/10.1016/j.jrp.2010.08.007
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249
  • Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301. https://doi.org/10.1111/1467-8624.00406
  • Yıldırım, M. C., & Dönmez, B. (2008). A study about the effects of constructivist learning approach practices on classroom management Elementary Education Online, 7(3), 664-679.
  • Yıldızoğlu, H., & Burgaz, B. (2014). The relationship between school administrators’ five factor personality traits and their conflict management style preferences. Hacettepe University Journal of Educationi, 29(29-2), 295-310.

The Relationship Between Personality Types and Teaching Styles of Turkish Teachers

Yıl 2025, Cilt: 7 Sayı: 1, 86 - 103, 30.06.2025
https://doi.org/10.51535/tell.1662258

Öz

The aim of this study is to reveal the relationship between personality types and teaching styles of Turkish teachers and to examine these characteristics according to gender, age and years of service variables. The study group of the research, which was conducted according to the relational survey model, one of the quantitative research methods, consisted of 105 Turkish teachers working in various provinces in Turkey. “Grasha-Reichmann Teaching Style Scale” developed by Grasha (1994) and “Five Factor Personality Scale” developed by John et al. (1991) were used in the study. Data were collected through Google Form. Due to skewed distribution, the Mann-Whitney U test was used in the analysis of the gender variable, and the Kruskal Wallis H Test was used in the analysis of the age and seniority variables. In addition, the relationship between teaching styles and personality types was examined with Spearman's rho. According to the findings, knowledge transmitter teaching style was found to be medium while authoritarian, personal, guide and counselor teaching styles were found to be high. In addition, teachers' extraversion, agreeableness, self-discipline and openness to development personality types show positive personality values, while neuroticism personality type has a negative personality value. While significant differences were found in personality types and teaching styles according to gender variable, significant differences were not found according to age and seniority variables. While there was no significant relationship between neuroticism personality type and all teaching styles, a positive and significant relationship was found between other personality types and teaching styles.

Kaynakça

  • Ağgez, İ. T. (2015). Teaching styles used by physical education teachers. Unpublished dissertation, Kırıkkale University, Kırıkkale.
  • Akpınar, E., & Ergin, Ö. (2005). The role of science teacher in constructivist theory. Elementary Education Online, 4(2), 55-64.
  • Alan, Y. (2020). The opinions of teachers regarding the usage of interactive whiteboard in Turkish classes. Journal of Mother Tongue Education, 8(3), 694-707. https://doi.org/10.16916/aded.679706
  • Alkan, N. (2006). Validity and reliability study of the Five Factor Personality scale. Unpublished study. https://www.researchgate.net/publication/380910272_BES_FAKTOR_KISILIK_OLCEGININ_GECERLIK_VE_GUVENILIRLIK_CALISMASI
  • Allen, R. F. (1988). The relationship betwen learning style and teaching style of secondary teachers in South Central Kansas. Unpublished doctoral dissertation, University of Kansas, Manhattan, USA.
  • Andabai, P. (2013). Teacher’s personality and classroom management of tertiary institutions in Nigeria: The issues and perspectives. Academic Journal of Interdisciplinary Studies, 2(5), 73-78. https://doi.org/10.5901/ajis.2013.v2n5p73.
  • Atkinson, L. R., Atkinson, R. C., Smith, E. E., & Ben, D. J.(1993). Introduction to psychology (11th edition). Fort Worth.
  • Atmaca, T. (2020). The relationship between the personality types of teachers and alienation from the profession. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 20 (1), 491-506.
  • Avcu, G. (2006). Linguistic equivalence, validity, reliability and norm study of Symptom Assessment Questionnaire (SA-45®) problem screening scale for Türkiye conditions. Unpublished dissertation, Marmara University, İstanbul.
  • Aydın, R., Canavar, O., & İşlek, M. (2021). A study on A and B personality structures of teachers. International Journal of Social Sciences in Turkic Cultural Geography, 6(2), 165-182.
  • Babadoğan, C., Kassenova, A., & Karaşahinoğlu, A. (2014). Investigation of learning and teaching style of teachers based on some variables. The Journal of Educational Sciences and Practice, 13(26), 125-146.
  • Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9(1-2), 9–30. https://doi.org/10.1111/1468-2389.00160
  • Baş, M. (2018). Investigation of the relationship between primary teacher candidates and personality features and learning styles. Unpublished dissertation, Kırıkkale University, Kırıkkale.
  • Behnam, B., & Bayazidi, M. (2013). The relationship between personality types and teaching styles in Iranian adult TEFL context. Global Journal of Foreign Language Teaching. 2, 21-32.
  • Burger, J. M. (2019). Personality. Cengage Learning.
  • Büyüköztürk, Ş. (2002). Handbook of Data Analysis for Social Sciences: Statistics, Research Design, SPSS Applications and Interpretation (24th edition). Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Scientific research methods in education (25th edition). Pegem Akademi.
  • Büyükuysal, E. (2016). The relation between the class management strategies and personality traits of English teachers in highs schools. Unpublished dissertation, Bülent Ecevit University, Zonguldak.
  • Church, M. K. (1993). Investigation and measurement of personality structure in a Non-Western Culture: Relating indigenous Philiphinne dimensions to the Big Five Model. Unpublished doctoral dissertation, Washington State University, Washington, USA.
  • Cohen J. H., & Amidon, E. J. (2004). Reward and punishment histories: A way of predicting teaching style?. Journal of Educational Research, 97(5). 269-280. https://doi.org/10.3200/JOER.97.5.269-280
  • Costa, P. T., & McCrae, R. R. (1992). The five-factor model of personality and its relevance to personality disorders. Journal of personality disorders, 6(4), 343-359. https://doi.org/10.1521/pedi.1992.6.4.343
  • Çelebi, C. (2006). The Effect of cooperative learning based to constructive approach to students achevement and attitudes at primary school 5th year social studies lesson. Unpublished dissertation, Selçuk University, Konya.
  • Demirci, S. (2003). Relationships between five peronality factors traits and job satisfaction of teachers. Unpublished dissertation, Karadeniz Teknik University, Trabzon.
  • Demirci, M. K., Özler, D. E., & Girgin, B. (2009). The effects of the five factor personality model on emotional harassment (mobbing) in the workplace - An application in hospital enterprises. Journal of Azerbaijani Studies, 10(3-4), 13-39.
  • Digman, J. M., & Takemoto-Chock, N. K. (1981). Factors in the natural language of personality: Re-analysis, comparison, and interpretation of six major studies. Multivariate Behavioral Research, 16(2), 149-170. https://doi.org/10.1207/s15327906mbr1602_2
  • Dilekli, Y. (2015). The relationship among teachers' classroom practices for teaching thinking skills, teachers' self-efficacy towards teaching thinking skills and teachers' teaching styles. Unpublished doctoral dissertation, Balıkesir University, Balıkesir.
  • Dinçer, B., Saracaloğlu, A. S., Karademir, Ç. A., & Dedebali, N. C. (2017). Determining teaching styles, self-efficacy believes and job satisfaction of teachers. Education Sciences, 12(1), 58-85.
  • Dunn, R. S., & Dunn, K. J. (1979). Learning styles and teaching styles: Should They… Can They… Be Matched? Educational Leadership, 36(4), 238-244.
  • Erkan, İ., & Şirin, T. (2024). The relationship between teacher candidates' enneagram personality types and classroom management self-efficacy beliefs. Journal of The Human and Social Science Researches, 13(3), 1481-1502. https://doi.org/10.15869/itobiad.1379771
  • Eser, S. (2017). The mediation role of learning styles and academic motivation in the influence of personal traits on attitudes toward profession: A research on undergraduate students of Tour Guiding. Unpublished doctoral dissertation, Mersin University, Mersin.
  • Fer, S., & Cırık, İ. (2007). Constructivist learning - From theory to practice. Morpa.
  • Gençer, E. Ö., Taşyürek, F., Duran, Y., & Ulukaya, B. (2023). Teachers' learning and teaching experiences in the context of technological transformation: A review. Ulusal Eğitim Dergisi, 3(11), 1958-1978.
  • Goldenberg, H., & Goldenberg, I. (2008). Family therapy (6. Edition). Thomson/Brooks/Cole.
  • Göksal, M. (2022). Investigating the relationship between the five factor personality features and organizational citizenship behaviors of primary school teachers. Turkish Journal of Management and Economics Research, 3(2), 131-146.
  • Göl Battı, D. (2019). Investigation of the relationship between personality and leadership types of primary school administrators. Unpublished dissertation, Mersin University, Mersin.
  • Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149. https://doi.org/10.1080/87567555.1994.9926845
  • Grasha, A. F. (1996). Teaching with style. Alliance Publishers.
  • Gülten, D. Ç., & Özkan, E. (2014). The ınvestigation of primary school teacher’s teaching styles in terms of various variables. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 23(2014), 193-218.
  • Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Direction For Adult And Continuing Education, 93, 17-26. https://doi.org/10.1002/ace.46
  • Hellriegel, D., & Slocum, J. W. (2009). Organizational behaviour (12nd Edition). South-Western Centrage Learning.
  • John, O. P., Donahue, E. M., & Kentle, R. L. (1991). The big five inventory-versions 4a and 54. Berkeley, University of California, Institute of Personality and Social Research.
  • Kim, K. (1993). The relationship between teaching style and personality characteristic of group piano teacher. Unpublished dissertation, Boston University, Boston.
  • Köklü, N., Büyüköztürk, Ş., & Çokluk Bökeoğlu, Ö. (2007). Statistics for social sciences (18th edition). Pegem Akademi.
  • Kulinna, P. H., & Cothran, D. J. (2003). Physical education teacher’s self-reported use and perceptions of various teaching styles. Learning and Instruction, 13(6), 597-609. https://doi.org/10.1016/S0959-4752(02)00044-0
  • Lloyd, D. G. (2002). Teaching styles and faculty attitudes towards computer technology in teaching and learning at a college in Ontario. Unpublished doctoral dissertation, University of Toronto, Toronto, Canada.
  • McCollin, E. (2000). Faculty and student perceptions o f teaching styles: Do teaching styles differ for traditional and nontraditional students? Paper presented at the Annual Conference of Mid-South Educational Research Association 15-17 November 2000, Bowing Green, KY, USA.
  • Merdan, E. (2013). Research the relationship between ‘Five factor personality theory’ and business values: A research in banking. Gümüshane University Electronic Journal of the Institute of Social Science, 4(7), 140-159.
  • Moody, M. C. (2007), Adaptive behvior in intercultural environments: The relationship between cultural intelligence factors and Big Five Personality Traits. Unpublished doctoral dissertation, George Washington University, Washington, USA.
  • Mutluoğlu, A. (2012). Examining primary mathematics teachers' technological pedagogical content knowledge according to their preffered teaching styles. Unpublished dissertation, Necmettin Erbakan University, Konya.
  • Oktay, H. (2007). The relationship between motivation and personality characteristics of primary and high schools. Unpublished dissertation, Yeditepe University, İstanbul.
  • Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning.
  • Pavlovic, D., Stanisavljevic-Petrovic, Z., & Injac, M. (2017). Teachers’ characteristics and development of students’ attitudes towards school. Journal for Educators, Teachers and Trainers, 8(1), 239-252.
  • Raven, M. R., Cano, J., Carton, B. L., & Shelhamer, V. (1993). A comparision of learning styles, teaching styles and personality styles of preservice montana and ohio agriculture teachers. Journal of Agricultural Education, 34(1), 40-50. https://doi.org/10.5032/jae.1993.01001
  • Robbins, S. P., & Judge, T. A. (2011). Organizational behaviour. Pearson Education.
  • Saracaloğlu, A. S., Dedebali, N.C., Dinçer, B., & Dursun, F. (2011). Investigation of teaching styles of primary school, science and techonology, Turkish teachers. e-Journal of New World Sciences Academy Education Sciences, 6(3), 2313-2327.
  • Sarıtaş, E., & Süral, S. (2010). Grasha-Reichmann learning and teaching style of the scale study Turkish adaptation. e-Journal of New World Sciences Academy, 5(4), 2162-2177.
  • Sav, İ. (2007). The relationship personality traits and and their coping strategies of counselors. Unpublished dissertation, Dokuz Eylül University, İzmir.
  • Sevgi, F. (2017). An analysis of the relationship between the personality types and the class management styles of classroom teachers for different variables (Kayseri province). Unpublished dissertation, Erciyes University, Kayseri.
  • Süral, S. (2010). The comparison of teaching styles of teaching staffs who worked in different faculties of Pamukkale University. Education Sciences, 5(3), 1226-1242.
  • Süral, S. (2013). The relationship between primary school teachers' teaching styles with the attitudes towards the teaching profession and classroom management approaches. Unpublished doctoral dissertation, Adnan Menderes University, Aydın.
  • Taner, G. (2005). A study about the point of views of the teachers on the issue of the techniques of individual identification and practising it in pre-education classes. Unpublished dissertation, Selçuk University, Konya.
  • Trouba, E. J. (2007). A person-organization fit study of the Big Five Personality Model and attraction to organizations with varying compensation system characteristics. Unpublished doctoral dissertation, DePaul University, Chicago, USA.
  • Turgut, Ü., Salar, R., Aksakallı, A., & Gürbüz, F. (2016). Investigation of teachers’ views about reflection on individual differences to teaching process: A qualitative study. Journal of Bayburt Faculty of Education, 11(2), 431-444.
  • Ünal, L. I. (2008). Neoliberalism, flexible employment and women teachers: A conceptual framework. In E. A. Ateş & H. Çağlayan (Eds.), Social rights and job security of women working in education and science sectors (97-106). EğitimSen yayınları.
  • Ünsal, Y., & İhtiyaroğlu, N. (2022). Analyzing the relationship between teachers' personality traits and effective communication skills. Muğla Sıtkı Koçman University Journal of Education, 9(1), 98-109.
  • Üredi, L. (2006). I. and II. level primary education teachers' perceptions about teaching profession according to their styles preference. Unpublished doctoral dissertation, Marmara University, İstanbul.
  • Valencic, K. M. (2001). An investigation of teacher’ temperament and students’ perceptions of teacher: Communication behavior and students’ attitudes toward teachers. Unpublished doctoral dissertation, West Virginia University, Morgantown.
  • Van der Linden, D., Scholte, R. H., Cillessen, A. H., te Nijenhuis, J., & Segers, E. (2010). Classroom ratings of likeability and popularity are related to the Big Five and the general factor of personality. Journal of Research in Personality, 44(5), 669-672. https://doi.org/10.1016/j.jrp.2010.08.007
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249
  • Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301. https://doi.org/10.1111/1467-8624.00406
  • Yıldırım, M. C., & Dönmez, B. (2008). A study about the effects of constructivist learning approach practices on classroom management Elementary Education Online, 7(3), 664-679.
  • Yıldızoğlu, H., & Burgaz, B. (2014). The relationship between school administrators’ five factor personality traits and their conflict management style preferences. Hacettepe University Journal of Educationi, 29(29-2), 295-310.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Türkçe ve Sosyal Bilimler Eğitimi (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Serdar Derman 0000-0001-6209-0249

Selçuk Peker 0000-0003-4841-3640

Ali Umut Aşcı 0000-0002-8038-3624

Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 20 Mart 2025
Kabul Tarihi 20 Haziran 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 7 Sayı: 1

Kaynak Göster

APA Derman, S., Peker, S., & Aşcı, A. U. (2025). The Relationship Between Personality Types and Teaching Styles of Turkish Teachers. Journal of Teacher Education and Lifelong Learning, 7(1), 86-103. https://doi.org/10.51535/tell.1662258

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