Teachers’ Psychological Types and Their Uses of Educational Computing

Abstract

This research investigated the relationship between teachers’ “psychological types” and their reaction to instructional computing. “Psychological Type” was measured along four areas: attitude toward life, perception, judgement and attitude for dealing with the environment. Reaction to instructional computing included the teachers' decisions to use or not to use computers, their participation in training, their attitudes about computers in the schools, and the kinds of educational computing utilized. Significant relationships were found between “psychological type” and several dependent variables: the amount of training teachers had taken through district-supported computer classes, feeling of adequacy of training, whether or not the principal encouraged computer use, factors which make it difficult to use instructional computing, and opinion about the quality of available software. Suggestions are provided for developing productive computer training sessions for teachers of various “psychological types.”