Teachers' learning strategy preferences and usage levels of instructional strategies according to their personality profiles: Sample of Eskişehir province

This study aimed at describe the relationship between personality types of elementary and secondary school teachers and strategies they used in the learning and instructional process in terms of various variables. Sample of this study, which is designed single and relational models, includes 580 class (tutor) and subject in-service teachers who are teaching in elementary and secondary schools in Eskisehir. The data were collected using Myers Briggs Type Indicator (MBTI), Instructional Strategies Scala (ISS) and Learning Strategies Scala (LSS) from May to June 2012. The obtained data from participants, analyzed using chi-square test, independent samples t-test, paired samples t-test, repeated measures anova, mixed pattern anova, one way analysis of variance and tukey HSD techniques by using SPSS 15 (Trial version). Main findings of the study are as follows: a significant majority of elementary and secondary school teachers? personalities are extraverted, sensory and judger types. Teachers? personality types differ statistically according to their gender, seniority and their subject. Personality types differ are as follows: to gender on dichotomy of making decision, to seniority on dichotomies of getting knowledge and dealing with outer world, to branch, on dichotomies of focusing attention, getting knowledge and making decision. Elementary and secondary school teachers MBTI profiles are; extraverted, sensory, thinker, judger, extraverted, sensory, feeler, judger, introverted, sensory, thinker, judger and introverted, sensory, feeler, judger groups respectively. Teachers? MBTI profiles differ statistically according to their genders, seniorities and branches. Learning strategies used by elementary and secondary teachers and accompanying with their learning features are; signification and monitoring strategies. Learning strategies of elementary and secondary teachers do not differ statistically according to genders, seniority and their subjects. Teachers? learning strategies which approved their learning features are differ statistically according to their personality types and MBTI profiles. Elementary and secondary school teachers use learner oriented instructional strategies more than instructor oriented instructional strategies on the instruction process. Usages of focus group instructional strategies by teachers are not show difference to their genders, seniorities and teaching subjects. The most used instructional strategies are; problem solving, sample event, question and answer and making think strategies in instruction process. There is a difference on some dimensions between teachers? personality types and the strategies used by them in instructional process: On the dichotomy of focusing attention, teachers usage level of instructional strategies meaningful statistically. Teachers on extraverted type, use the learner oriented instructional strategies more than the introverted ones. On the side, there is a difference between extraverted and introverted teachers on question and answers strategies. Plus, extraverted teachers use the answer and question strategies more intensive than introverts.