Abstract
Purpose. The purpose of the study was to determine whether similarity or dissimilarity of teacher and student personality type made a difference on teacher perceptions of student academic performance; student social behavior; and teacher/student interpersonal relationship. The difference made by the following moderator variables on teacher perceptions were also assessed: grade level; number of years of teaching experience; sex of teachers; sex of student; and socio-economic status of school attendance area. Procedure. Ten teachers and 228 students from the Upland School District were involved in the investigation. Teacher "personality type" was determined using the Myers-Briggs Type Indicator, and student "learning pattern" using the Golay Learning Pattern Assessment, with the Keirsian-Bates "temperament styles" serving as the correspondence link between the MBTI and the GLPA. Teacher perceptions of their students were measured using a six point Likert scale on a survey instrument developed by the researcher. The chi-square test of independence was used to analyze the nominal data. Findings. The major findings of this study were that the independent variables of similarity and dissimilarity of teacher and student personality type made a significant difference on the dependent variables of teacher perceptions of their students. Whereas, the moderator variables of grade level; number of years of teaching experience; sex of teacher; sex of student; and socio-economic status of school attendance area made negligible or no significant difference on teacher perceptions of their students. Conclusions and Recommendations. Teacher and student personality type is significant in the teaching/learning process. Therefore, it is recommended that through appropriate staff development, teachers could be trained to understand and accept behavioral differences in individuals of different personality types, both of themselves and their students. Application of skills developed through comprehensive inservice would enable teachers to design curriculum, instructional methodology, and a classroom environment responsive to student needs, thus maximizing student learning and self-concept development.