It is interesting to note that the personalities of the 91 individuals classified as SMETCs in this study formed almost a true bell curve in the frequency distribution of reported MBTI personality types.
Therefore, based on a review of the literature (Carlyn, 1976; Lawrence & DeNovellis, 1974; Luh, 1990, Story, 1972; and Williams, 1972), it was hypothesized that the SMETCS studied were, in fact, likely to demonstrate instructional preferences based on Jung's personality type theory.
Although there were no tested personality differences among SMETCs based on subjects taught, teachers demonstrated some distinct instructional preferences.
SMETCs and other non-SMETCs), the outcomes based on gender here proved that a statistically significant relationship did exist.
Conversely, this study stated that there would be no tested differences in preferences for instruction methods between male and female SMETCs.
When comparing gender and instructional preferences, again within the larger group of SMETCs and non-SMETCs, gender revealed significant relationships with field trips, role playing and youth group activities.
SMETCs and other business teachers), it was found that pronounced differences existed between age groups and preferences for small group work, guest speakers, simulations, role playing and field trips.
Field trips again achieved significance among both SMETCs and the larger population.
Very little literature is available on the relationship between SMETCs personality type and years of teaching experience.