The field of guidance is changing from one of providing services for students needing help to results-based guidance programs which provide knowledge, attitudes, and skills for all students. This shift in focus has resulted in different expectations of counselors who are responsible for implementing guidance programs in the schools. Some counselors who were successful in providing counseling services have been less successful in guidance programs. This study looked at selected counselor characteristics that contribute to successful results-based guidance programs. The question is asked, “Are counselor characteristics related to the success of a results-based guidance program?” Data on student results were collected from high school seniors and eighth-graders at eighteen secondary schools. The counselors implementing the results-based guidance programs at these schools were assessed on selected personality characteristics using the Myers-Briggs Type Indicator. In addition, data were collected on demographic factors including sex, race, age, and length of service for each counselor. Additional qualitative data were collected from administrators, teachers, counselors, and students from a successful and less-successful school using an interview format. Quantitative and qualitative methods were used to answer the research questions. Analysis of data included ranking schools based upon student mean scores in four guidance competency areas to differentiate successful from less-successful programs, a t-test was applied to four MBTI scores to determine significant differences between counselors implementing successful programs and those implementing less-successful programs, application of Kruskal-Wallis one-way anova test was used to analyze demographic factors and a stepwise, multiple regression was applied to personality factors to account for the amount of variance ascribed to each. Qualitative data were analyzed through the use of a cross-site, two variable descriptive matrix. Findings indicated that the Thinking-Feeling preference on the MBTI differentiates at the p < .01 level between counselors implementing successful results-based programs and those implementing less-successful programs at the high school level. Using a student self-report format, it was possible to differentiate between successful and less-successful results-based guidance programs at the high school level. In an interview situation, administrators, teachers, students, and counselors articulated personality characteristics that contribute to a successful results-based guidance program in terms that related closely to the findings of the MBTI. / Ed. D.

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The goals of the present study were to determine whether any or all scales of the Myers-Briggs Type Indicator (MBTI) are susceptible to response distortion, and whether certain personality types are more proficient at distorting these scales. A 4 (temperament type) X 3 (level of information) X 3 (intelligence group) factorial design was used to examine the experimental hypotheses. Subjects were asked to respond to the MBTI twice, once reporting their honest preferences, and once faking a role polar opposite to their own preferences. Results indicated all MBTI scales’ are susceptible to response distortion to varying degrees. Subjects were able to create accurate faking profiles on the MBTI with relatively little information on the role to be faked. Certain temperaments, particularly NFs, are better at distorting their responses to these scales than others. Intelligence may also play a role in subjects’ ability to fake their responses. Level of information given on the MBTI scales did not affect subjects’ ability to distort their responses to the individual scales. Because of its susceptibility to response distortion, it was suggested that the MBTI not be used as part of the organizational selection process. Implications for these results on other organizational applications of the MBTI and suggestions for future research are also discussed. / Ph. D.

A number of studies have concluded that the Myers-Briggs Type Indicator (MBTI) measures four general dimensions of personality; however, their findings also suggest that the MBTI's scales could benefit from improvements in their measurement precision. The degree to which the addition of newly constructed items to the Form F item pool would improve the measurement precision of the four primary MBTI scales was assessed. Using item response theory (IRT) to quantify each scale's performance, findings indicate that the new items substantially increased the test information functions (TIFs) and decreased the standard errors of measurement (SEM), especially in the critical area around the type cutoff scores (e.g., SEMs for scales containing the original plus new items were approximately half the size produced by the original MBTI items). The potential benefits of this increased measurement precision were discussed with respect to a number of applied testing issues. / Master of Science

The possibility of a relationship between Adlerian life style, as measured by the Life Style Personality Inventory (LSPI), and the Myers-Briggs Type Indicator (MBTI) was examined by this research. The goal of this study was to clarify the relationship between these instruments to broaden the applicability of both instruments for both research and clinical endeavors. Life style is a concept which is vital to therapeutic intervention from an Adlerian frame of reference. Assessment of life style typically involves lengthy therapist interviews. Both the LSPI and the MBTI are questionnaires designed to measure personality variables. The 117 subjects for this study were solicited from individuals seeking counseling from an urban community counseling center. The individuals served by this agency are primarily those diagnosed with Adjustment Disorders. The LSPI and the MBTI were administered individually to each subject. Means and standard deviations were computed for the seven LSPI themes and the MBTI total. Due to a lack of research support for Theme 4 by the LSPI author, the data for this theme were disregarded. The same research indicated a strong bipolar relationship for Themes 7 and 8 (Displaying Inadequacy and Social Interest), which prompted the inclusion of Theme 8 in subsequent data analysis. A correlation analysis was developed. Using the correlation matrix, a factor analysis program was run using the SPSS-X statistical package. The principal components analysis extracted three factors which were refined by a factor rotation using the varimax rotation option. To clarify Factor 3, further analysis was performed with the MBTI data divided by continuum and a second factor analysis was run. Four factors emerged from the data with Factors 1 and 2 remaining unchanged. Factor 1 (Emotional Focusing) and Factor 2 (Confrontation) were loaded with the LSPI themes. Factor 3 (Temperament) and Factor 4 (External-Internal) were loaded with the MBTI scores. This study found that no apparent relationship exists between the variables measured by the LSPI and the MBTI. Questions were raised regarding the descriptive versus pathology-assessing nature of the themes on LSPI. Further research is suggested to define the focus of this instrument.

The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.

This dissertation examines the use made of the Myers Briggs Type Indicator in the pastoral work of Anglican Clergy. The practical theological focus of the study is reflection on praxis. Various theories of pastoral work are discussed. The history and development of the MBTI is given as well as the Jungian background to it. A qualitative research, grounded theory approach, is utilised. Interviews of 14 Anglican clergy generate the data for the research. The research questions are: "Why do Anglican clergy use the MBTI?"; "How do Anglican clergy use the MBTI?" The research findings show that Anglican clergy use the MBTI for the purpose of personal growth, clergy self-care, and understanding relationships. Anglican clergy attend workshops which encourage the application of MBTI insights in pastoral work. / Practical Theology / M.Th. (Practical Theology)

Thesis (MBA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The purpose of this research is to gain insight into the personalities of marketers and to identify a benchmark personality profile for a marketer in professional service industries. In order to accomplish this, the personality traits required when performing the general marketing role, as well as the personality tests to measure the identified traits, were investigated. A best-fit profile was then selected by matching these traits. The variations in the marketing role between the professional services and the goods industry were then investigated in order to adapt the profile for the specific traits required by professional service industries. The Myers Briggs Type Indicator and 16 Personality Factor scales were identified as the main tests and selected to measure the desired traits for the profile. Additional tests were identified to test for high levels of creativity, high levels of tolerance for ambiguity, strong internal locus of control, high need for achievement, high levels of emotional intelligence and entrepreneurial spirit. When comparing the traits required by the boundary spanning, entrepreneurial role of marketers inside organisations, with the descriptions of each of the 16 Myers Briggs types, the Extrovert, Instinctive, Thinking, Perceiving (ENTP) type was identified as the best-fit profile. A corresponding 16PF profile was constructed and compared using correlations between the two scales. No clashing personality traits could be identified when investigating the mainly relational marketing role requirements of the professional services industries. Replacement of the ENTP type was therefore not justified. Additional traits related to ‘loyalty’ and ‘trust’ were added as further advantages and an investigation into the Myers Briggs type theory identified ways of evaluating it. The subsequent theoretical profile and descriptions were then sent to experienced and practised marketers in the professional services industry, asking them to provide feedback regarding the personality traits of the theoretical profile and the methods followed. Feedback was provided by means of a Likert scale multiple-choice survey that was hosted online as well as private email conversations. The feedback was mostly positive and responses corresponded with the theoretical model with the exception of two specific personality traits of the 16PF in question that opposed the model. Personality tests can serve as a starting point for constructive discussions of individual behaviour and performance of current employees. These tests can be used for coaching, career counselling, conflict resolution, team and organisational development and to predict employee-role "fit". The tests and results can help provide a framework for assessing the ways that different individual personalities contribute to the behaviours that impact performance in the workplace.

Contempory writing theories do not explain many of the writing behaviors exhibited by basic writers in the classroom. Many theorists (Emig, Fitzgerald, Rose, and Perl) have identified similar and distinct writing behaviors which have also been identified by instructors of basic writers. This study focuses on two college-level basic writing students by using the results of the Myers-Briggs Type Indicator and identified writing behaviors of theorists; these case studies shed light on writing processes in relationship to personality. The results suggest a correlation between writing behaviors and personality types which affects the writing and the teaching of the writing processes. / Department of English