Ooi Soo Yuan, Rahimi Che Aman


The main purpose of this research is to identify the dominant Big Five Personality among pre service teachers in the Malaysian Teacher Education Institutes (IPGMs). The rationales of this study could be seen from three different aspects, which are the situational, literature and the Malaysian contexts.  It is clear from current practice and the literatures that further research is needed to delve deeper into the understanding of personalities from the perspective of Big Five, especially among Malaysian pre service teachers.  The data for this study was collected by survey using Neo FFI 3, which assessed the neuroticism, extraversion, openness to experience, agreeableness and conscientiousness of individuals.  The samples consisted of 751 pre-services teachers selected through stratified and cluster sampling from the 27 IPGMs in Malaysia.    Samples from the pre-service teacherscompleted the survey after their 12 weeks practicum in schools, as these 12 weeks practicum could be considered as the most stressful and crucial period of the pre service teachers training life in the IPGMs.  Results revealed that majority of the pre-service teachers were conscientious.   This interesting finding might have some positive indications to educations in Malaysia as it was in accordance with the MOE’s objectives.


Big Five Personality; Pre-service Teachers; Teacher Education Institutes

Full Text:



Allport, G,W. (1987). Personality: A psychological interpretations. New York: Holt

Barrick, M.R., & Mount M.K. (1991). The Big Five personality dimensions and job performance: A meta-analysis, Personnel Psychology, 44. 1-26.

Barrick, M.R., & Mount M.K. (2005). Yes, personality matters. Moving on to more important matters. Human Performance, 18, 359- 371.

Bartel, M., van Weegen, F.I., van Beijsterveldt, C.E.M., Carlier, M.,

Polderman, T.J.C., Hoekstra, R.A., & Boomsma, D.I. (2012).The five factor model of personality and intelligence: A twin study on the relationship between the two constructs. Personality and Individual Difference, Vol. 53 (4), 368-373.

Bozionelos, N. (2003). The Big Five Personality and work involvement. Personality and Work Involvement. Retrieved on Sept.16, 2012 from

Brown, K. W., & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822- 848

Byme, C.J. (1983). Teacher knowledge and teacher effectiveness: A literature review, theoretical analysis and discussion of research strategy. Paper presented at the meeting of the Northwestern Educational Research Association, Ellenville, NY

Carver, C.S & Scheier, M.F. (2004). Perspectives on the Personality, (5th ed.), Boston: Pearson

Cloninger, S. (2008). Theories of personality: Understanding person, (5th ed). New Jersey: Prentice Hall

Costa, P.T, & McCrae, R.R. (1992). Four ways five factors are basic. Personality and Individual Differences, 12, 887-898.

Costa, P.T, & McCrae, R.R. (1995). Solid ground in the wetlands of personality. A reply to Block. Psychological Buletin, 117, 216- 250.

Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Seatle, WA: Center for the Study of Teaching and Policy, University of Washington.

Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass

Decker, L.E. & Rimm-Kaufman, S.E. (2008). Personality characteristics and teacher beliefs among pre service teachers. Teacher Education Quarterly, Vol. 35 (2), 45-62.

De Raad, B. (2005). The trait-coverage of emotional intelligence. Personality & Individual Differences, 38, 673-687.

Digman, J.M. (1990). Personality structure: Emergence of the Five-Factor Model. Annual Review of Psychology, 41, 417- 440.

Duckitt, J., & Sibley, C.G. (2010). Personality, ideology, prejudice, and politics: A dual-process motivational model. Journal of Personality. Vol 78 (6),1861–1894

Faiza Jamil, Downer, J,T., & Pianta, R.C. (2012). Association of Pre-service teachers’performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, Fall, 119-138.

Feist, J. & Feist, G.J. (2009). Theories of personality, (7th ed.). New York: McGraw-Hill

Furhnam A. (2008). Personality and intelligence at work: Exploring and explaining individual differences at work. London: Routledge

Furnham A., & Chang, H. (2015). Association between education, gender, social class, personality and religious faith and service attendance in a British cohort. Personality and Individual Differences, Vol. 85, 63-66.

Furnham, A., Petrides, K.V., Tsaousis, I., Pappas, K., & Garrod, D.,(2005). A cross-cultural investigation into the relationship between personality traits and work values. Journal of Psychology, 139, 5-33.

Gao, M.H. & Liu, Q.H., (2013). Personality traits of effective teachers represented in the narratives of American and Chinese pre service teachers: A Cross-Cultural comparison. International Journal of Humanities and Social Science Vol. 3 No. 2 [Special Issue – January 2013] 84- 95.

Hamre, B.K., & Pianta , C.A. (2004). Self report depression in non familial caregivers: Prevalence and associations with caregivers behavior in child care settings. Early Childhood Research Quarterly, 19 (2), 297- 318.

Krasman, J. (2010). The feedback-seeking personality: Big Five and feedback-seeking behavior. Journal of Leadership & Organizational Studies. Vol. 17. 118-32.

Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size in research activities. Educational and Psychological Measurement, New York: Sage Publications.

Larsen R.J & Buss, D.M. (2005). Personality Psychology:Domains of knowledge about human nature, (2nd ed.), Boston: McGraw Hill

Lee, K., Ashton, M.C. & Shin, K.H. (2005). Personality correlates of workplace anti-social behavior. Applied Psychology: An International Review. 54, 81-97.

Lounsbury, J.W., Levy, J.J., Leong, F.T. & Gibson, L.W. (2007). Identity and personality: The Big Five and narrow personality traits in relation to sense of identity. Identity: An International Journal of Theory and Research,7(1), 51–70

Malaysia Education Blueprint 2013-2025 (2012). Prelimary report- Executive Summary. Retrieved on May 11, 2013 from

Ministry of Education Malaysia. (2011). Buku Perangkaan 2011. Retrieved on May 15, 2012 from

Mayer, F.S & Sutton, K (1996). Personality: An integrative approach. New Jersey: Prentice Hall

McCrae, R.R., & Costa, P.T. (1987). Validation of the five-factor model of personality across instruments and observes. Journal of Personalities and Social Psychology, 52,81-90

McCrae, R.R., & Costa, P.T., (2006). Cross-cultural perspectives on adult personality trait development. In D.K. Mroczek & T.D.Little (Eds), Handbook of personality development. Mahwah, NJ: Erlbaum.

McCrae, R.R., & Costa, P.T. (2010). NEO Inventories for NEO Personality Inventory-3 (NEO-PI-3), NEO Five-Factor Inventory-3 (NEO-FFI-3), NEO Personality Inventory-Revised (NEO PR-R). Professional Manual. N. Florida: PAR

Noran, F.Y. (1990), Personality patterns of teacher trainees from a Malaysian training college. Pertanika, 13(1), 139-144.

Ones, D.S., Dilbert, S., Viswesvaran, C & Judge,T.A. (2007). In support of personality assessment in organizational settings.. Personnel Psychology, 60, 995- 1027

Ozer, D.J. & Benet-Martinez,V. (2006). Personality and the prediction of consequences outcomes. Annual Review of Psychology, 57, 401- 421.

Rajendran, N. Nagendralingan R, Othman L., Maria S., Mohd Hassan.,

Mohd Nasir M., ..., Nor Azmi M. (2008). Teacher education in Malaysia: Some of the major challenges and prospects. Paper presented at the Inter Council on Education for Teaching (ICET), World Assembly, Broga, Portugal, 14-17 July 2008.

Ridgell, S.D. & Lounsbury, J.W. (2003). Predicting academic success: General intelligence :Big Five” personality traits and work drive. College Student Journal, 38 (4), 607- 619.

Ripski, M.B., LoCasale-Crouch, J., & Decker, L. (2011). Pre-service teachers: Dispositional traits, Emotional states, and quality of teacher-students interaction. Teacher Education Quarterly, Spring, Vol.38, Iss.2,77-96.

Ruddell, R. (1999). Teaching children to read and write: Becoming an influential teacher (2nd ed). Boston: Allyn & Bacon.

Rushton, S., Morgan, J., & Richard, M. (2007). Teacher’s Myers-Briggs Personality Profiles: Identifying effective teacher personality traits. Teaching and Teacher Education. 23(4), 432- 441.

Salgado, J.F. (1997). The Five-factor Model of personality and job performance in the European community. Journal of Applied Psychology, 82, 30-43.

Schultz, D..P. & Schultz, S.E. (2001). Theories of Personality, (7th ed.). Stamford, CT: Wadsworth Thomson Learning.

The Star Online (Sunday, August 1, 2015). Ministry tightens regulation for future teachers. Retrieved on July, 2016 from

Thornton, H. (2006). Dispositions in Action: Do dispositions make a difference in practice? Teacher Education Quarterly, Vol. 33, Iss. 2, 53- 69.

Thorton, B., Peltier, G., & Hill, G. (2005). Do future teachers choose wisely: A study of pre-service teachers’ personality preference profiles. College Student Journal, 39(3), 489-496.

Wenzlaff, T. (1998). Dispositions and portfolio development. Is there a connection? Education, 118 (4), 564-573.



  • There are currently no refbacks.

Copyright (c) 2017 Proceedings of the ICECRS

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.