IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v12y2022i3p21582440221121591.html
   My bibliography  Save this article

A Discriminant Analysis of Personality Traits and Cluster Types of Physical Education Teachers

Author

Listed:
  • Fan Chia
  • Wei-Yang Huang
  • Liang-Min Wu
  • Cheng-En Wu

Abstract

This paper understands the personality traits and cluster types of physical education (PE) teachers in elementary schools. A total of 393 elementary PE teachers volunteered to participate in this study. The Personality Trait Questionnaire for PE teachers in elementary school was summarized and compiled on the basis of the theory of the Big Five personality traits. The researchers used the discriminant analysis method to analyze and obtain the data. The results show that the Big Five personality traits of PE teachers in elementary schools was agreeableness. Classification of the Big Five personality traits through discriminant analysis revealed a Wilk’s λ value of .199, an eigenvalue of 3.254, and 94.7% of the variance explained. Use of Ward’s minimum variance method indicated that the participants’ personalities were characterized by steady and pioneering type, sensitive and cautious type, and moderate and peaceful type. There were more males than females in the steady and pioneering type, more steady and pioneering type under the age of 30 years old, and more moderate and peaceful type with more than 16 years of work experience. In conclusion, most the personality traits of PE teachers in elementary school were agreeableness, moderate and peaceful type, which shows that most PE teachers have calm emotions, appropriate expressions of emotions, regularity, optimism, and enjoy interacting and collaborating with others.

Suggested Citation

  • Fan Chia & Wei-Yang Huang & Liang-Min Wu & Cheng-En Wu, 2022. "A Discriminant Analysis of Personality Traits and Cluster Types of Physical Education Teachers," SAGE Open, , vol. 12(3), pages 21582440221, September.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221121591
    DOI: 10.1177/21582440221121591
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440221121591
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440221121591?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Luce C. A. Claessens & Jan van Tartwijk & Anna C. van der Want & Helena J. M. Pennings & Nico Verloop & Perry J. den Brok & Theo Wubbels, 2017. "Positive teacher–student relationships go beyond the classroom, problematic ones stay inside," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 478-493, September.
    2. Marek Blatný & Katarína Millová & Martin Jelínek & Terezie Osecká, 2015. "Personality Predictors of Successful Development: Toddler Temperament and Adolescent Personality Traits Predict Well-Being and Career Stability in Middle Adulthood," PLOS ONE, Public Library of Science, vol. 10(4), pages 1-21, April.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.
    2. Małgorzata Szcześniak & Klaudia Strochalska, 2019. "Temperament and Sense of Coherence: Emotional Intelligence as a Mediator," IJERPH, MDPI, vol. 17(1), pages 1-12, December.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221121591. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.