What Makes an Ideal “Teacher Personality”? Aligning InTASC Standards with the Big Five Personality Model

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Human and Digital Dimensions of Teacher Learning: Personality, Professional Vision, and AI Integration

Abstract

Multiple types of evidence including predictive validity studies, expert ratings, and analysis of job advertisements support the importance of durable skills (e.g., personality) in the workforce. However, research examining durable skills for teachers specifically is limited, and could reimagine teacher education by addressing systemic barriers affecting historically marginalized groups. We addressed this gap by identifying durable skills included in the Interstate Teacher Assessment and Support Consortium (InTASC) standards. We conceptually mapped the InTASC’s “critical dispositions” to the Big Five personality constructs (Conscientiousness, Openness to Experience, Agreeableness, Extraversion, Emotional Stability) using qualitative coding. Results suggested that Conscientiousness, Openness to Experience, and Agreeableness were most frequently included in the InTASC standards. Implications for assessment and training are discussed.

Authors

• Kevin M. Williams, Educational Testing Service

• Guangming Ling, Educational Testing Service

• Geoffrey Phelps, Educational Testing Service