Elementary school teacher temperament and satisfaction with the supervision process

Judith D Clemente, Fordham University


This study examined the importance of individualized supervision and proposed a method of supervising teachers according to their temperaments. Teachers' temperaments were measured by the Myers-Briggs Type Indicator, an instrument designed to classify human behavior according to Carl Jung's theories. Numerous supervisory methods were cited in the literature review. Glickman's developmental model (a continuum from nondirective to directive supervision) was selected since it reflected a wide range of supervisory behaviors and subscribed to an individualized approach. Teacher temperament was explored and matched with supervisory styles in Glickman's model. The researcher considered whether teachers with different temperaments would prefer specific styles of supervision. It was hypothesized that teachers who reported receiving the style they preferred would experience greater satisfaction with supervision. A review of the literature revealed that teacher satisfaction is of growing concern to researchers. Data compiled to investigate the hypotheses in this study were taken from two questionnaires self-administered by 100 elementary-school teachers in Brooklyn, New York. Participation was voluntary and anonymous. Contingency tables were used to analyze the data and five hypotheses were generated. Future research using larger samples was suggested. Major findings of this study included the following: (a) teachers can be categorized into four diverse temperaments; (b) many elementary-school teachers were traditionalists rather than impulsive, spontaneous types; (c) most teachers, regardless of temperament, preferred a collaborative approach to supervision; and (d) in general, traditionalists were more satisfied with supervision than their spontaneous, impulsive counterparts. Major recommendations of this study are that: (a) indepth, qualitative studies be conducted to compile a more extensive interpretation of attitudes and feelings toward supervision; (b) supervisors be aware of their own temperamental differences and those of students and other school personnel; (c) administrators be cognizant of the implications of satisfaction throughout the supervisory process.

Subject Area

School administration

Recommended Citation

Clemente, Judith D, "Elementary school teacher temperament and satisfaction with the supervision process" (1990). ETD Collection for Fordham University. AAI9109250.