Date of Award

2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this quantitative study was to determine if a dominant MBTI preference in Indiana alternative school teachers predicted overall school quality within their respective schools. This study examined all four dichotomies: Extraversion-Introversion (EI), Sensing-Intuition (SN), Thinking-Feeling (TF), and Judgment-Perception (JP) as predictors of school quality. Factors that determine the quality of the alternative school are based on the average score of three areas of state-collected, outcome-based data specific to Indiana alternative schools (students who made adequate progress, students who obtained a high school diploma, and students who attained their individual service plan goals). Each participating Indiana alternative school has an average score based on the above criteria. Based on the findings, this study determined that there was a meaningful predictor among the alternative school teachers' extraversion score and the school quality score (Question 1). As the extraversion score increased, the school quality score increased; therefore, an extraverted individual appears to get higher school quality scores. The sensing score for teachers within an alternative school (Question 2) was not a predictor of the school quality score; therefore, it did not serve as a significant predictor of the school quality score. There was a significant predictor between the alternative school teachers' thinking score and the school quality score (Question 3). As the thinking score increased, the school quality score increased; therefore, a thinking individual appears to get higher school quality scores. The judging score for teachers within an alternative school (Question 4) was not a significant predictor of the school quality score; therefore, it did not serve as a significant predictor of the school quality score.

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