DefinePK

Research Objective

To assess the personality types of high performing teachers at primary and secondary levels in the private educational sector of Islamabad, Pakistan, and to provide guidelines for employers regarding recruitment, selection, and retention strategies.

Methodology

A descriptive study utilizing a mixed-methods approach, including quantitative and qualitative techniques. The study employed the Myers-Briggs Type Indicator (MBTI) questionnaire and interviews. The sample consisted of 98 high-performing teachers identified from a population of 400 teachers across 12 branches of a private school chain in Islamabad. Identification of high-performing teachers was based on interviews with principals and students. A multistage convenience sampling technique was used. The study was conducted in two phases: Phase I involved interviews to identify high-performing teachers, and Phase II involved administering the MBTI questionnaire.

Methodology Flowchart

                        graph TD
    A[Identify High Performing Teachers via Interviews] --> B[Administer MBTI Questionnaire];
    B --> C[Analyze MBTI Results];
    C --> D[Identify Dominant Personality Types];
    D --> E[Test Hypotheses];
    E --> F[Formulate Conclusions and Recommendations];                    

Discussion

The findings suggest a disconnect between current recruitment practices in Pakistan and the utilization of personality assessment tools. The identified prevalence of INFP, ENFP, and ISFJ personality types among high-performing teachers indicates a potential profile that employers could consider. The study acknowledges potential inconsistencies with other research due to factors like demographics, culture, and region, suggesting the need for further research in these areas.

Key Findings

The majority of high-performing teachers in the studied sample (58 out of 98) fall into three MBTI categories: INFP (29 teachers), ENFP (16 teachers), and ISFJ (13 teachers). The study accepted the hypothesis that employers in Pakistan do not focus on personality traits during recruitment, selection, and retention strategies. The study also rejected the null hypothesis that high-performing teachers do not possess the same personality traits as suggested by MBTI, indicating a significant difference in personality types among teachers.

Conclusion

High-performing teachers at primary and secondary levels in Islamabad's private education sector predominantly exhibit INFP, ENFP, and ISFJ personality types. Employers in Pakistan are not currently utilizing personality assessment tools in their hiring and retention processes. The study recommends that employers incorporate personality assessment tools and consider the identified personality types (ISFJ, INFP, and ENFP) for recruitment, selection, and retention of teachers.

Fact Check

1. Sample Size: 98 high-performing teachers were selected from a population of 400 teachers.
2. Prevalent Personality Types: The majority of high-performing teachers (58 out of 98) fall into INFP, ENFP, and ISFJ categories.
3. Chi-squared Test Result: The calculated chi-squared value (² = 62.3077) was greater than the critical value (²7(0.05) = 14.05), leading to the rejection of the null hypothesis.

Mind Map