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An exploration of individual differences in teachers’ temperaments and multiple intelligence

Ball, Ian and Perry, Chris 2009, An exploration of individual differences in teachers’ temperaments and multiple intelligence, Problems of education in the 21st century, vol. 18, no. 18, pp. 21-32.

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Title An exploration of individual differences in teachers’ temperaments and multiple intelligence
Author(s) Ball, Ian
Perry, Chris
Journal name Problems of education in the 21st century
Volume number 18
Issue number 18
Start page 21
End page 32
Publisher Scientific Methodical Center "Scientia Educologica"
Place of publication Siauliai, Lithuania
Publication date 2009
ISSN 1822-7864
Keyword(s) multiple intelligences
four temperaments
teaching styles
Summary For this study on individual differences, predictions were made from the literature on the four temperaments in order to examine how teachers with particular temperaments might use their multiple intelligence strengths in their approaches to teaching and learning. From a cohort of 336 beginning teachers it was found that temperaments and multiple intelligences are two separate constructs. The differences in patterns of intelligence strengths confirm that each of the four temperaments is distinct from the other. Teachers adopting a Catalyst Temperament have above average strengths in Linguistic, Musical, Interpersonal and Intrapersonal Intelligences. Those with a Stabilizer Temperament display above average strengths in Logical-Mathematical and Interpersonal Intelligences. Teachers adopting a Theorist Temperament demonstrate strengths in Logical-Mathematical, Linguistic, Spatial and Intrapersonal Intelligences. Those with an Improviser Temperament show below average strengths in all except Bodily-Kinesthetic Intelligence.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2009, Scientific Methodical Center ”Scientia Educologica"
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022728

Document type: Journal Article
Collections: School of Education
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