Educational Leaders' Perceptions of the Impact of MBTI Professional Development on Leadership Practices in One School Division in Virginia

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dc.contributor.authorGardner, Daniel Josephen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberBrinkmann, Jodie Lynnen
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.committeememberGratto, John Roberten
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2021-03-18T08:00:24Zen
dc.date.available2021-03-18T08:00:24Zen
dc.date.issued2021-03-17en
dc.description.abstractThe purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The researcher collected and analyzed data to determine self-reported leadership changes that came as a result of school-system led professional development involving the Myers-Briggs Test Indicator. The results of these findings could help determine if school leaders and school systems would benefit from Myers-Briggs professional development. The findings were as follows: a) interview participants indicated only limited benefits of the MBTI training b) some participants identified self-awareness as a valuable leadership action related to the personality disposition training; c) some participants identified that they changed how they approached decisions when working with individuals with similar or different personality preferences and, d) participants indicated interest in additional MBTI training. Based on these findings, it is reasonable to conclude MBTI could be considered as a personality disposition tool in the context of comparing educational leadership personality preferences and understanding certain aspects of the decision-making process. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.en
dc.description.abstractgeneralThe purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The Myers Briggs Test Indicator (MBTI) was used as a framework for the professional development. The MBTI is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The training was led by school division staff that had been certified to use the MBTI materials. The researcher interviewed nine school leaders from the school division located in the southeastern region of Virginia. The majority of participants identified that the training led to increased self-awareness and a change in how they viewed the decision-making process as it related to personality preferences. Based on the study findings, it is reasonable to conclude that MBTI could be considered as a professional development tool. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:29427en
dc.identifier.urihttp://hdl.handle.net/10919/102739en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjecteducational leader professional developmenten
dc.subjectMBTIen
dc.subjectMyers Briggs Type Indicatoren
dc.subjectpersonality assessmenten
dc.subjectschool administrationen
dc.titleEducational Leaders' Perceptions of the Impact of MBTI Professional Development on Leadership Practices in One School Division in Virginiaen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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