Date of this Version
Agricultural educators are In the business of communicating, teaching , learning and leading, all of which are affected by personality (preference type). Preference type of an individual has been shown to have far-reaching implications for virtually every aspect of a person’s personal and professional life. As such , preference type certainly affects how students learn, how teachers teach, how leaders lead and how everyone works and communicates. During the past 15 years, interest in the Myers-Briggs (Myers, 1962) type indicator (MBTI) among educators has grown tremendously. Kiersey and Bates (1978) indicated that better communications and understandings are possible when both preference type and temperament type are taken into consideration in sending information and decoding messages being received. They describe temperament type as being characteristic of four different preference (MBTI) types . Kiersey and Bates reported that description by temperament type was equally effective In describing personality type and had the added benefit of fewer preference categories. In agricultural education, a better understanding of preference type and type implications for teaching, learning, leadership and communication should provide some valuable insights. The primary purpose of this study was to gather Information useful in describing the preference type profile of state supervisors and teacher educators In agricultural education.