Abstract
Purpose. The purpose of this study was to describe the pupil control ideology and the personality type of effective classroom behavior managers at the elementary level. This study was also to determine whether there is an association between pupil control ideology and personality types of elementary teachers who are effective classroom behavior managers. Methodology. The researcher used descriptive research. The sample for this study was comprised of 221 effective classroom behavior managers at the elementary level. The sample included subjects from 33 California Distinguished Schools in Los Angeles County. The Myers-Briggs Type Indicator (MBTI) was administered to determine the personality type of each teacher. The Pupil Control Ideology (PCI) form was given to assess the pupil control ideology of each teacher. Data were analyzed through Chi-Square Test, Analysis of Variance (ANOVA), and the Scheffé Multiple-Comparison Test. Findings and conclusions. The data revealed an association between personality types and pupil control ideology. (1) Elementary teachers who are effective behavior managers have a more humanistic pupil control ideology. (2) The personality type preferences of effective behavior managers are Intuition (N), Feeling (F), and Judging (J); however, there was not a strong preference between the Extraversion (E) or Introversion (I). (3) The MBTI personality types of ENTJ, INTJ, and INTP and the personality pairings, NF, NT, NP, NJ, EN, and IN have a more humanistic pupil control ideology. (4) The MBTI personality types of ISTJ, ESFJ, ISTP and the personality pairings, ST, SF, SJ, SP, IS, and ES have a more custodial pupil control ideology. (5) Elementary teachers who are effective classroom behavior managers are predominately represented by five personality types of ENFJ, ENFP, ISFJ, ESFJ and INFJ. (6) The least represented personality types of effective classroom behavior managers are ENTP, ESTJ, ISTP ESFP, INTP, ESTP, and ISFP. Recommendations. Maintaining student behavior and discipline is a constant challenge for today's teachers. The need for a more humanistic classroom approach is vital and the understanding of teachers' personality type and pupil control ideology is essential. Some of the recommendations include are: (1) Teachers and administrators must examine their own personality types and beliefs. (2) Staff development, teacher assistant programs, and teacher preparation programs must include the assessment and education of teachers regarding personality types and pupil control ideology. (3) Human resources departments can use personality types of potential employees to better match people to teams, grade levels, or school site.