An Investigation of the Relationship Between Teacher Personality and National Board Certification Among South Mississippi Teachers

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Jack Klotz

Advisor Department

Educational Leadership and School Counseling


This study examined the relationship between teacher personality and National Board Certification using 201 south Mississippi teachers in three groups: a group of National Board Certified Teachers, a group of teachers seeking National Board Certification, and a random group of teachers who have not chosen to seek National Board Certification. Both the National Board Certified Teachers and the teachers seeking National Board Certification took part in the Gulf Coast Master Teacher Mentoring Project. The three groups completed the fifth edition of Cattell's 16 PF Questionnaire. Analysis based on the 16 PF data revealed no difference among the three groups on the five global personality factors. Further analysis of the 16 primary personality factors revealed a significant difference among the groups only on the personality trait of Reasoning. The National Board Certified Teachers scored higher than the National Board Candidates who scored higher than the The National Board Certification process is a portfolio process which requires the candidates to spend a minimum of 150 hours analyzing and evaluating their teaching and reflecting on how they can use what they learned to improve their teaching practice. The process that teachers go through to achieve certification may strengthen their reasoning skills, thus explaining the difference in the three groups' Reasoning scores. Further study is needed to determine if teachers and conceptual reasoning or if these skills are strengthened or learned through the National Board Certification process or as a result of instructing by the mentoring project.