BEING A TEACHER: IS PERSONALITY (IR)RELEVANT?
 
Job, R., University of Padova and University of Trento and Rumiati, R., University of Trento, Italy
 
The study aims at investigating the relationship between teachers' personality profile and their attitude toward their profession and training, as well as the perception of their role. A self-evaluation scale and a questionnaire were collected from 539 Italian teachers. In addition, interviews were conducted on a further smaller sample. The results show systematic and interesting differences among the five personality profiles identified and the teachers' attitude towards the training and their activity in the classroom. Differences also emerge with respect to the perceived status of teachers, as well as with respect to the interaction between personal and professional life of teachers. The results are relevant for designing effective teachers' initial and continuing training programs.