Browsing by Author "Barnes, Edwin Lewis"
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- Effects of personality and person-environment congruence on job satisfaction of community college faculty and professional staffBarnes, Edwin Lewis (Virginia Polytechnic Institute and State University, 1976)The effects of personality and person-environment congruence on job satisfaction of community college faculty and professional staff were investigated using data obtained from two instruments for measuring job satisfaction and assessing personality types and one technique for determining environmental models. The instruments and technique were: 1. The Job Descriptive Index (JDI) for measuring dimensions of job satisfaction; 2. Holland's Vocational Preference Inventory (VPI) for assessing personality types; and 3. Holland's Environmental Assessment Technique (EAT) for determining environmental models. The study was designed to answer the following questions: 1. To what extent is satisfaction with specific dimensions of the job predictive of overall job satisfaction of individuals classified according to Holland's six personality types? 2. What is the relationship between person-environment congruence and the overall job satisfaction of six personality types of community college faculty classified according to Holland? The study utilized faculty and professional staff (N=515) from ten community colleges and one technical institute in Virginia, North Carolina, Kentucky and New Mexico. Six separate stepwise, multiple regression equations were developed to determine the degree to which each Job Descriptive Index (JDI) scale contributes to the prediction of overall job satisfaction of all individuals classified according to Holland's six personality types. From the six separate regression equations, rank-order correlation coefficients were computed to assess the degree to which the order of the five JD! scales contribute to the prediction of overall satisfaction of the six Holland groups. The effect of person-environment congruence on job satisfaction was investigated by assigning respondents to one of four groups based upon the congruency of their personality type with their environment. One-way multivariate analyses of variance procedures were used to assess differences in the overall job satisfaction of individuals classified into the four groups previously described. Findings from the study indicated little variation in the relative contribution of the five predictor variables to the prediction of overall job satisfaction of the individuals classified according to Holland. There was much similarity in the manner in which individuals in all personality groupings responded to the specific satisfaction scales although two groupings, Social and Conventional, did appear to show some differences from the other four types. Further, the results of the study did not suggest a positive relationship between person-environment congruence and overall job satisfaction. It was concluded that individuals grouped according to Holland would respond similarly to the five satisfaction scales included on the Job Descriptive Index. It was further concluded that the level of congruence between an individual and their environment would not have an effect on the individual's level of overall job satisfaction. Two JDI scales, the work itself and promotions, were identified as being more prominent predictors of overall job satisfaction for community college faculty and professional staff than are factors of pay, supervision, and co-workers.
- Relationship between students' and instructors' personality types and students' ratings of their instructorsMaghan, Betty Jo (Virginia Polytechnic Institute and State University, 1982)The relationship between students' and instructors' personality types and the students' ratings of their instructors was investigated using data obtained from the Vocational Preference Inventory (VPI) for personality types and the Student Perception of Instruction (SPI) scale for students' ratings. Thirteen instructors and 464 students from two community colleges participated. The data were analyzed by the Johnson Max cluster analysis, multivariate analysis, and one-way analysis of variance procedures. The following questions were investigated: (1) When students are clustered according to the homogeneity of their ratings across the first six items on the SPI, how many groups will emerge in a class? (2) Will these cluster groups represent a predominance of student raters with matching personality types? (3) When ratings in the 13 classes are examined separately, will students with matched personality types have similar ratings on the six items on the SPI? (4) When students and instructors are grouped according to their personality types, to what degree will the interaction of personality types of students and instructors influence the ratings on the seven items of the SPI? and (5) To what extent are ratings on the "Overall Rating of the Instructor" item related to the level of congruence of student's/instructor's personality types? The results were the following: Sixty-five percent of the students clustered into groups in the 13 classes; however, there was no evidence that personality type was the basis on which clusters were formed. In only one of the 13 classes did students with matched personality types have similar ratings on any of the rating items. It was concluded that this class was not a representative sample of the groups. When data were grouped for question four, statistically significant interactions occurred between Realistic students and Investigative instructors on five of the seven rating items; however, these interactions did not support Holland's assumptions that students would respond more positively to instructors who had personality types similar to the students'. Finally, although the fifth analyses yielded statistically significant interactions, again these were not in the direction expected and did not support Holland's assumption of personality/environment congruence and satisfaction.