An analytical study of the correlation between Myers-Briggs personality types and preferred philosophy of adult education of teachers of adult Sunday School classes in select Southern Baptist churches

The purpose of this research study was to examine the relationship between personality type and personal philosophy of adult education among teachers of adult Sunday School. An examination was made to see if a predominant personality type and personal philosophy of adult education were present among this sample. The primary problem examined was "What correlations exist between the personality type and personal philosophy of adult education of select Southern Baptist teachers of adult Sunday School?"; A convenience sample of 120 teachers of adult Sunday School was used to gather data for this study. The Myers-Briggs Type Indicator Form M was used to determined personality type. The Philosophy of Adult Education Inventory was used to determine personal philosophy of adult education. Also, a self-developed demographics questionnaire was used to determine the correlation of certain demographic variables with personality type and personal philosophy of education.; The chi-square goodness-of-fit test was applied to the data to find a predominant personality type and personal philosophy of adult education. The chi-square test of independence was applied to the data to determine whether a significant correlative relationship existed between these two variables. To measure the strength of any correlative relationship, the Cramer's V coefficient and the analysis of standardized residuals were applied to the data. The same three statistical tests were used to find any significant correlative relationship between the demographic variables and personality type or personal philosophy of adult education.; At the. 05 level of significance, certain results were determined to be of statistical significance. The ESFJ personality type was determined to be the statistically significant predominant personality type. The Progressive philosophy was determined to be the statistically significant predominant personal philosophy of adult education. A small yet significant correlative relationship between personality type and personal philosophy of adult education was determined. No statistically significant correlative relationships were found to be present between the demographic variables and personality type. Small yet significant correlative relationships between personal philosophy of adult education and two demographic variables, teacher age and tenure as adult Sunday School teacher, were determined.