An analysis and profile of college graduates enrolled in a non-traditional teacher certification program at Texas Tech University

Because of diversity, prior employment experiences, personalities, and established belief systems, the non-traditional teacher certification students and teacher educators can benefit from an analysis that identifies the nontraditional students seeking teacher certification. A study of 130 postbaccalaureate students sought to identify students who seek teacher certification at Texas Tech University. The purposes of this study were to identify the demographic characteristics and personality types of the postbaccalaureate students; to examine and identify factors which have influenced non-traditional students in obtaining certification to teach; to examine the students' perceptions and expectations about teaching; to examine the relationships among demographic characteristics, teacher beliefs, and personality types; to develop a profile of the post-baccalaureate students who seek teacher certification; and to provide information to the College of Education at Texas Tech University for their use in working with the post-baccalaureate students. Others who work with non-traditional teacher certification students will find this information helpful in working with the college graduates enrolled in teacher certification.

A questionnaire and the Myers-Briggs Type Indicator (MBTI) were data collection instruments that addressed the research questions of this study. Of the students in eight classes, 130 post-baccalaureate teacher certification students completed a questionnaire and the MBTI. The data were entered into SPSS for analysis.

Predominant characteristics and beliefs about teaching were identified by the questionnaire. The MBTI identified the predominant student preferences of the dichotomies and the predominant personality type preferences. Characteristics of the post-baccalaureate students seeking teacher certification at Texas Tech University were found to be predominantly Anglo-American females of approximately 28 years of age. Gender and age were found to correlate with belief systems, and the Thinking (T) and Feeling (F) dichotomies of the MBTI were found to correlate with gender and undergraduate GPA. The predominant personality type preferred by students seeking elementary certification was ESFJ. There were no predominant personality type preferences of middle/junior high and high school certification candidates.

A profile of the typical post-baccalaureate teacher certification student was established based upon the findings of this study.