The International Journal of Indian Psychology
ISSN 2348-5396 (e) | ISSN: 2349-3429 (p)
Volume 3, Issue 2, No.3, DIP: 18.01.041/20160302
ISBN: 978-1-329-83677-8
http://www.ijip.in | January - March, 2016
Personality (Introvert, And Extrovert) and Professional Commitment
Effect among B.Ed Teacher Educator Students
Shiv Prakash 1*, Astha Singh1, Santosh Kumar Yadav1
ABSTRACT
Introvert and Extrovert is considered an important personality factors in the eastern psychology.
Objective of the present study is to find out different between Introvert and Extrovert factors of
personality and Professional Commitment among B.ed students. Sample consists of 300 B.ed
students (150 male & 150 female) selected by adopting random sampling method. The tools used
for the study are Introvert and Extrovert inventory by Dr. P. F. Aziz, and Smt. Dr. Rekha Gupta
and Professional Commitment Scale for Teacher Educators constructed by Dr. Vishal Sood.
Statistical analysis was done by computing person’s product moment effects. Findings of the
study are (1) Introvert and Extrovert Personality and Professional Commitment are finding different to
each other significantly.
(2) Introvert Personality (Male & Female) and Professional Commitment are not found different
to each other significantly.
(3) Extrovert Personality (Male & Female) and Professional Commitment are finding different to
each other significantly.
(4) Introvert and Extrovert Personality (Male) and Professional Commitment are find different to
each other significantly.
(5) Introvert and Extrovert Personality (Female) and Professional Commitment are no find
different to each other significantly.
Keywords: Introvert, Extrovert Personality, Professional Commitment, B.ed students
Personality is a very popular psychological concept of the world. Personality refers to important
and relatively stable aspects of behavior. Personality deals with a wide range of human behavior.
According to many theorists, personality includes virtually everything about a person mental,
emotional, social, and physical. Some aspects of personality are unobservable, such as thoughts,
memories, and dreams, whereas others are observable, such as overt actions. Personality also
includes aspects that are concealed from yourself, or unconscious, as well as those that are
1
Research Scholar, Shri Shankaracharya Mahavidyalya, Junwani, Bhilai, Durg
*Responding Author
© 2016 I S Prakash, A Singh, S Yadav; licensee IJIP. This is an Open Access Research distributed under the terms of
the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits
unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
Personality (Introvert, And Extrovert) and Professional Commitment Effect among B.Ed Teacher
Educator Students
conscious and well within your awareness. (Robert B. Ewen2003). The Indian philosophers have
always acknowledged that the Supreme is the Infinite and perceived that to the soul in Nature the
Infinite must always present itself in an infinite variety of aspects. We are living in a universe
that is filled with great forces of life and death, creation and destruction. Divine powers can be
seen everywhere lifting us into a greater sphere of peace and better understanding. But evil
forces are also present around us, working to lure us down further into world of confusion and
attachment. Truth and falsehood, ignorance and enlightenment and the light and dark, the
illumination and shadow of the world. This concept is very indigenous to the Indian description
of personality and temperament.
Jung (1976) divided personality into two part ,one Introvert and second are Extrovert. Nature of
introvert personality people are imaginative, self centered and idealism.
Introvert Personality-Introverts are often characterized by their capacity for inward reflection
and a need to understand the world before they experience it (Tieger & Barron-Tieger, 1995).
They may be easily over stimulated by new ideas and unfamiliar situations. Introverts need time
to take in new information and compare it to internal experiences, in order to understand it and
respond to it (Tieger & Barron-Tieger, 1995). This is why introverts seek time away from the
outside world, in order to process and reflect on new information (Laney, 2001). In group
situations, such as during a classroom discussion or at an office meeting, introverts may appear
reluctant to share their ideas, but this may be because they need to take time away from the
group to fully develop these ideas first (Cain, 2012). Introverts can be capable of profound
insights when they are afforded the time and space to think things through. To the rest of the
world, introverts may appear shy or anti-social, but they are just social in different ways (Laney,
2001). They often prefer to spend time is smaller groups, or one-on-one, and usually like to get
to know new people more slowly (Tieger & Barron-Tieger, 1995).
Extrovert Personality-If introverts focus their energy and attention inward, extroverts focus it
outward. They crave the stimulation they get from engaging with the world outside themselves.
In contrast to introverts, extroverts “need to experience the world to understand it; they tend to
like a lot of activity” (Tieger & Barron-Tieger, 1995, p.14).
Extroverts tend to appear much more social because they are eager for the stimulation that comes
from meeting new people. They also tend to think and talk at the same time, and formulate their
ideas best by saying them out loud (Laney, 2001). Because of these qualities, extroverts often
meet new people easily and often do well in social situations. In discussing one of the defining
qualities of extroverts, Tieger and Barron-Teiger said: “Many extraverts find that their
preference helps them at work because they generally can think quickly on their feet. When
asked a question, they just start talking. Eventually they come up with an answer, and usually
they can persuade others that it makes sense” (1995, p.15)
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Personality (Introvert, And Extrovert) and Professional Commitment Effect among B.Ed Teacher
Educator Students
Eysenck, M. W. (1985.)Introvert &extrovert chart
Professional Commitments-Herzberg‟s (1959) two factor theory of job satisfaction and
motivation has been widely used in job satisfaction circles. According to Hew stone and Stroebe
(2001) Herzberg‟s two- factor theory holds that satisfaction and dissatisfaction are driven by
different factors. Satisfaction is influenced by motivational factors whilst dissatisfaction is
influenced by hygiene factors. Motivating factors are those aspects of the job that make people
want to perform well and provide them with satisfaction. For example, achievement, personal
growth, recognition and, work itself, responsibility. The motivating factors are considered to be
intrinsic to the job as individuals may have a degree of control over them. Hygiene factors
include aspects of the job that are extrinsic to the individual such as remuneration, policies,
supervisory practices and other working conditions. According to the two- factor theory hygiene
factors are the non task characteristics of the job that create dissatisfaction. They are also referred
to as extrinsic factors because the individual does not have control over them.
Herzberg et al., (1959) pointed out that the opposite of dissatisfaction is not satisfaction but no
dissatisfaction. Applying these concepts to education for example, if school improvement
depends, fundamentally, on the improvement of teaching, ways to increase teacher motivation
and capabilities should be the core processes upon which efforts to make schools more effective
focus( Naylor 1999). In addition, highly motivated and need satisfied teachers can create a good
social, psychological and physical climate in the classroom. Exemplary teachers appear able to
integrate professional knowledge (subject matter and pedagogy), interpersonal knowledge
© The International Journal of Indian Psychology | 45
Personality (Introvert, And Extrovert) and Professional Commitment Effect among B.Ed Teacher
Educator Students
(human relationships), and intrapersonal knowledge (ethics and reflective capacity) when he or
she is satisfied with the job.
RELATED STUDIES
William Marston, whose ideas later became a core of the DiSC model, quoted Jung with
approval, but regarded introversion and extroversion in terms of feeling: as a matter of inhibited
emotional expression, with perhaps skeletal origins (Guilford and Brayly; Gilliland op.cit.)
G.W. Allport commented that “Marston speaks of introversion and extroversion as emotional
traits, and then lists twenty traits of introversion and twenty of extroversion (1924).”
Laney (2001) tells us that helping children discover their own unique strengths, and finding ways
to overcome their limitations “is the greatest support you can give them to face the natural
struggles of growing up” (p.153).
Bogler. Ronit, Somech.Anit(2004) The present study focuses on the relationship between
teacher empowerment and teachers’ organizational commitment, professional commitment (PC)
and organizational citizenship behavior (OCB). It examines which subscales of teacher
empowerment can best predict these outcomes. The data were collected through a questionnaire
returned by a sample of 983 teachers in Israeli middle and high schools. Pearson correlations and
multiple regression analyses indicated that teachers’ perceptions of their level of empowerment
are significantly related to their feelings of commitment to the organization and to the profession,
and to their OCBs. Among the six subscales of empowerment, professional growth, status and
self-efficacy were significant predictors of organizational and PC, while decision making, selfefficacy, and status were significant predictors of OCB. Practical implications of the study are
discussed in relation to teachers, principals and policy-makers.
OBJECTIVE
1. To find out the relationship between Personality (Introvert and Extrovert) and
Professional Commitment of male and female B.ed students.
Hypotheses H1.There exists no significant different between personality (Introvert and Extrovert) and
Professional Commitment of students.
H2.There exists no significant different between personality (Introvert) and Professional
Commitment of Male & Female students.
H3.There exists no significant different between personality (Extrovert) and Professional
Commitment of Male & Female students.
H4.There exists no significant different between personality (Introvert and Extrovert) and
Professional Commitment of Male students.
H5.There exists no significant different between personality (Introvert and Extrovert) and
Professional Commitment of Female students.
© The International Journal of Indian Psychology | 46
Personality (Introvert, And Extrovert) and Professional Commitment Effect among B.Ed Teacher
Educator Students
Sample:
For the present study a total of 300 B.ed students (150 Male and 150Female) were selected for
the study by adopting random sampling method from various colleges of Durg District.
Tool:
In the present study, Introversion Extroversion Inventory was used to measure the personality
(Introvert & Extrovert) by Dr P.F. Aziz, and Dr. (Smt) Rekha Gupta. Whereas Professional
Commitment was measured by “Professional Commitment for Teacher Educator” constructed by
Dr. Vishal Sood.
H1. There exists no significant different between personality (Introvert and Extrovert)
Professional Commitment of students.
Table 1.1
S.N.
N
M
SD
1-
Introvert students = 37
m1 = 283.22
SD1 = 28.0656
and
t
t = 2.906236
2-
Extrovert students=100
m2 = 298.03
SD2 = 25.60018
df = 135 P < 0.01
From the table 1.1, it is evident that the different personality (introvert and extrovert) and
Professional Commitment of B.ed students is 2.906236, which is significant at 0.01 level of
significance. It indicates that both variables are significantly differing to each other.
H2. There exists no significant different between personality (Introvert) and Professional
Commitment of Male & Female students.
Table -1.2
S.N.
N
M
SD
1-
Introvert boys= 15
m1 = 278.53
SD1 = 30.58293
t
t = 0.817965
2-
Introvert girls= 20
m2 = 286.75
SD2 = 26.959
df = 33 P > 0.01
From the table 1.2, it is evident that the different personality (introvert) and Professional
Commitment of B.ed Male & Female students is 0.817965, which is significant at 0.01 level of
significance. It indicates that both variables are significantly not differing to each other.
© The International Journal of Indian Psychology | 47
Personality (Introvert, And Extrovert) and Professional Commitment Effect among B.Ed Teacher
Educator Students
H3. There exists no significant different between personality (Extrovert) and Professional
Commitment of Male & Female students.
Table-1.3
S.N.
N
M
SD
t
1-
Extrovert boys = 48
m1 = 305.31
SD1 = 22.66436
2-
Extrovert girls= 52
m2 = 291.3
SD2 = 26.30629
t = 2.813772
df = 98 P < 0.01
From the table 1.3, it is evident that the different personality (Extrovert) and Professional
Commitment of B.ed Male & Female students are 2.813772, which is significant at 0.01 level of
significance. It indicates that both variables are significantly differing to each other.
H4. There exists no significant different between personality (Introvert and Extrovert) and
Professional Commitment of Male students.
Table -1.4
S.N.
N
M
SD
t
1Introvert boys= 15
m1 = 278.53
SD1 = 30.50293
2-
Extrovert girls= 48
m2 = 305.31
SD2 = 22.66436
t = 5.589257
df = 61 P < 0.01
From the table 1.4, it is evident that the different personality (introvert and extrovert) and
Professional Commitment of B.ed Boys students is 5.589257, which is significant at 0.01 level of
significance. It indicates that both variables are significantly not differing to each other.
H5. There exists no significant different between personality (Introvert and Extrovert) and
Professional Commitment of Female students.
Table-1.5
S.N.
N
M
SD
t
1Introvert girls= 20
m1 = 286.75
SD1 = 26.959
2-
Extrovert girls = 52
m2 = 291.3
SD2 = 26.30629
t = 0.643688
df = 70 P < 0.01
From the table 1.5, it is evident that the different personality (introvert and extrovert) and
Professional Commitment of B.ed Girls students is 0.643688, which is significant at 0.01 level of
significance. It indicates that both variables are significantly differing to each other.
© The International Journal of Indian Psychology | 48
Personality (Introvert, And Extrovert) and Professional Commitment Effect among B.Ed Teacher
Educator Students
CONCLUSION
On the basis of the study the conclusion may be drawn that we cannot generalize any confirm
pattern i.e. there is certainly no fix different between the two factor basic personality (Introvert
and Extrovert) and Professional commitment.
Introvert students and Extroverts student are significantly differ to their professional
commitments and other hand Extroverts Male &Female students are significantly differ to their
professional commitments , Introverts & Extrovert Male students are significantly differ to their
professional commitments
Therefore, Introvert male & female students are significantly not differ to their professional
commitments and Introvert Extrovert female students are significantly not differ to their
professional commitments
In the modern time changing atmosphere, life skills, increasing education level and thinking
level of students having a lot of changes there had many difficulties to Introvert and Extrovert
traits students to archive their professional commitments.
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Ronit Bogler, Anit Somech, Department of Education and Psychology, The Open University of
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© The International Journal of Indian Psychology | 49