A Comparison Between Interpersonal Style and Learning-Style: An Exploratory Study of Secondary Career and Technical Education Teachers in Western Pennsylvania
Open Access
Author:
Elwood, Dale
Graduate Program:
Workforce Education and Development
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
February 17, 2020
Committee Members:
Mark D Threeton, Dissertation Advisor/Co-Advisor Mark D Threeton, Committee Chair/Co-Chair Wesley Edward Donahue, Committee Member Michael W Harvey, Committee Member John Ewing, Outside Member Edgar Paul Yoder, Special Member Susan Mary Land, Program Head/Chair
Keywords:
Interpersonal Style Learning-Style CTE Career and Technical Education Secondary Teacher western Pennsylvania
Abstract:
The purpose of this quantitative research study was to explore the distribution (profiles) of interpersonal styles and learning-styles of secondary Career and Technical Education (CTE) teachers in western Pennsylvania. The population for this study was a group of secondary CTE teachers from the Center for Career and Technical Personnel Preparation Program located at the Indiana University of Pennsylvania. The study utilized two instruments and a participant questionnaire to address four research questions. The Interpersonal Style Profile by the Management Development Program Services at the Penn State University was the first instrument used to assist participants in identifying their interpersonal style. The Learning-Style Inventory by David Kolb was the second instrument used to assist participants in identifying their learning-style. The participant questionnaire was used to collect specific demographic and program information about the participants. The results suggested that most participants had a Harmonizer interpersonal style and an Assimilating learning-style. Additionally, the analysis of data revealed a distribution (profiles) between interpersonal style and learning-style in secondary CTE teachers in western Pennsylvania.
