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2013\u003Cbr>Personality Types of HongKong Kindergarten Teachers: Implications for Teacher Education\u003Cbr>Yau-ho Paul Wong\u003Cbr>HongKong Institute of Education, [pyhwong@ied.edu.hk](pyhwong@ied.edu.hk)\u003Cbr>Zhang Li-fang\u003Cbr>The University of HongKong, lfzhang@hku.hk |  |\n\nRecommended Citation  \nWong, Yau-ho Paul and Li-fang, Zhang (2013) \"Personality Types of Hong Kong Kindergarten Teachers: Implications for Teacher Education,\"Australian Journal of Teacher Education: Vol. 38: Iss. 2, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol38/iss2/6](http://ro.ecu.edu.au/ajte/vol38/iss2/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss2/6](http://ro.ecu.edu.au/ajte/vol38/iss2/6)  \nAustralian Journal of Teacher Education  \nPersonality Types Of Hong Kong Kindergarten Teachers: Implications for  \nTeacher Education  \nYau-ho Paul Wong  \nHong Kong Institute of Education  \nZhang Li-fang  \nThe University of Hong Kong  \nAbstract: While an individual’s personality is related to his or her  \nwell-being, little research has examined kindergarten teachers’  \npersonality. This research was the first to investigate Hong Kong  \nkindergarten teachers’personality types using the Myers-Briggs Type  \nIndicator (MBTI). Three hundred and seventy-one kindergarten  \nteachers voluntarily responded to the MBTI. Findings showed that  \nHong Kong kindergarten teachers were predominantly of the  \nsensing-feeling-judging personality types, characterized by being  \nrealistic, conventional, and considerate to others’feelings. In addition,  \nprincipals and head teachers in kindergartens tended to be  \nextraverted. Results also suggested a very low percentage of intuitive  \nkindergarten teachers, indicating that teachers’personality types  \nmight be field-bound. Implications of these findings in relation to  \nteacher education are discussed.  \nIntroduction  \nResearch has shown that kindergarten work environments have been unfavourable (e.g., Jorde-Bloom, 1986; Whitebook & Sakai, 2003) . Kindergarten teachers, in reaction to these work environments, have inevitably experienced high levels of stress (Li, Wong & Wang, 2010; Tsai, Fung, &, Chow, 2006) . In particular, stress-vulnerable teachers are more prone to burnout, resulting in minor to severe psychological malfunctioning (Chan, 2002) that will eventually influence school effectiveness (Jimmieson, Hannam, & Yeo, 2010) and children’s long-term development (Taggart, 2006) . In this connection, teacher education programs need to prepare teachers for effective stress management by facilitating teachers’  \nself-understanding of their own stress-vulnerability (Harris, 2011) so that the quality of early childhood education to children is ascertained.  \nPast research has shown that an individual’s personality is related to his or her well-being (e.g., Diener & Lucas, 1999) and stress vulnerability (Matthews et al., 2006) .  \nFurthermore, personality types can be value-laden (Zhang & Sternberg, 2005) . For instance, the personality trait of extraversion has been found to be associated more with sociability, adaptiveness, positive emotions, and less with psychopathologies than that of the introversion and neuroticism (Diener & Larsen, 1984; Robinson, 2007) . It is thus not surprising that extraversion has been found to be strongly associated with leader emergence and leadership effectiveness (Ng, Ang, & Chan, 2008) .  \nIn Hong Kong, statistics from the Education Bureau (former Education and Manpower Bureau, 2007) indicate that there were 950 early childhood education organizations in Hong Kong employing more than 10,000 teachers to care for about 140,000 children. While these figures are substantial enough to make a strong case for examining teachers’ personality and  \nVol 38, 2, February 2013 91  \nAustralian Journal of Teacher Education  \nits implications to teacher education, there is no su","cbCaimlJ7KpLLF0J","https://ap.wps.com/l/cbCaimlJ7KpLLF0J","pdf",121547,12,"English","# Abstract\n# Introduction\n## Stress, well-being, and teacher burnout\n## Personality types and leadership\n## Hong Kong early childhood education context\n## Identifying personality types using MBTI","[{\"question\":\"What instrument is used to measure kindergarten teachers’ personality types?\",\"answer\":\"The Myers-Briggs Type Indicator (MBTI) is used to measure teachers’ personality types.\"},{\"question\":\"What personality types dominate among Hong Kong kindergarten teachers?\",\"answer\":\"The findings indicate a predominant sensing-feeling-judging pattern, characterized as realistic, conventional, and considerate of others’ feelings.\"},{\"question\":\"What do the results suggest about intuitive teachers?\",\"answer\":\"A very low percentage of intuitive kindergarten teachers was found, suggesting teachers’ personality types might be field-bound.\"}]","Personality Types of Hong Kong Kindergarten Teachers - Implications for Teacher Education | PDF",1792077397]