Relations Between Personality Types and Self-Perceived Nonverbal Immediacy of Finnish Early Childhood Education Teachers
Iskandar, Angeline (2020)
2020
Master's Programme in Teacher Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Hyväksymispäivämäärä
2020-12-02
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202010267519
https://urn.fi/URN:NBN:fi:tuni-202010267519
Tiivistelmä
Nonverbal immediacy in education has gained growing attention during the past decades. Influencing factors of nonverbal immediacy have been studied and personality types is regarded as one of them. Yet, the relations between nonverbal immediacy and personality types has not been extensively studied.
This study seeks to find out about the relations between personality types, nonverbal immediacy, and nonverbal behaviour patterns of Finnish early childhood education teachers. The sample in this study was 30 early childhood education teachers from 9 daycare centers in Tampere. The quantitative research method was used and the data was collected through questionnaires. To analyse the data, statistical analysis was applied.
The findings suggest that personality types showed very weak correlation with nonverbal immediacy among the Finnish early childhood education teachers which might be affected by the reserved and noncontact culture in Finnish society. Similarly, personality types demonstrated no statistically significance effect on the nonverbal behaviour patterns of the teachers. Instead, both personality types showed comparable increase in all six nonverbal behaviour classifications that depicted the fluidity of both variables and the teachers’ awareness of their job expectations. Thus, this study concluded that culture, education, and the awareness of job expectations are more influencing than personality types in relation to nonverbal immediacy which highlighted the importance of incorporating nonverbal immediacy training in teacher education. Lastly, the theoretical and practical implications are proposed.
This study seeks to find out about the relations between personality types, nonverbal immediacy, and nonverbal behaviour patterns of Finnish early childhood education teachers. The sample in this study was 30 early childhood education teachers from 9 daycare centers in Tampere. The quantitative research method was used and the data was collected through questionnaires. To analyse the data, statistical analysis was applied.
The findings suggest that personality types showed very weak correlation with nonverbal immediacy among the Finnish early childhood education teachers which might be affected by the reserved and noncontact culture in Finnish society. Similarly, personality types demonstrated no statistically significance effect on the nonverbal behaviour patterns of the teachers. Instead, both personality types showed comparable increase in all six nonverbal behaviour classifications that depicted the fluidity of both variables and the teachers’ awareness of their job expectations. Thus, this study concluded that culture, education, and the awareness of job expectations are more influencing than personality types in relation to nonverbal immediacy which highlighted the importance of incorporating nonverbal immediacy training in teacher education. Lastly, the theoretical and practical implications are proposed.