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Personality development during teacher preparation

Corcoran, Roisin P.; O�Flaherty, Joanne


Roisin P. Corcoran

Joanne O�Flaherty


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© 2016 Corcoran and O'Flaherty. Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers' personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students' personality traits, social desirability, and prior academic attainment was also examined. Method: This 3-year longitudinal study invited participants from the first year of a 4-year undergraduate (UG) pre-service teacher education program, the class of 2017. The sample consisted of 305 students. Results: The results suggest that extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience were best represented by a non-significant longitudinal change in means. Results also suggest that social desirability predicts agreeableness and emotional stability with small to moderate effect sizes. Conclusion: The study concludes that no value is added to pre-service teachers' personality traits during 3 years of tertiary education. Furthermore, the data presented does not support the view that academic attainment is a good predictor of personality traits. Implications for educational research, theory, and practice are considered.


Corcoran, R. P., & O’Flaherty, J. (2016). Personality development during teacher preparation. Frontiers in Psychology, 7(NOV), 1-10.

Journal Article Type Article
Acceptance Date Oct 12, 2016
Online Publication Date Nov 8, 2016
Publication Date Nov 8, 2016
Deposit Date Nov 29, 2018
Publicly Available Date Dec 3, 2018
Journal Frontiers in Psychology
Electronic ISSN 1664-1078
Publisher Frontiers Media
Peer Reviewed Peer Reviewed
Volume 7
Issue NOV
Article Number 1667
Pages 1-10
Public URL
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