Influences of Teacher and Child Temperament of Guidance Strategies in the Classroom

Abstract

The aim of this research is to investigate how introversion and extroversion in teachers affects the types of guidance strategies they employ in response to introverted and extroverted students in the classroom. Previous research has focused on how teachers respond and react to introverted behaviors in their students. To address the gaps in previous research, the purpose of this study is to examine how teachers respond to different behaviors represented in introverted and extroverted students, while also considering the effect teacher introversion and extroversion have on the types of guidance strategies they use. Results indicate that despite teachers� introversion or extroversion they interacted similarly with all students. All teachers are more likely to use behavioral regulation with all student temperament types over socioemotional supports. Teachers attributed introversion and extroversion differently and guidance strategies used with introverted students were significantly affected by what teachers determine the locus of the behavior to be. The findings suggest that teachers are familiar with behavioral regulation strategies, but may not be as familiar or comfortable with socioemotional support strategies. The attribution factors provide a better understanding of how teachers perceive introverted and extroverted behaviors in the classroom.