Date of Award
12-2025
Degree Type
Education Specialist
Degree Name
Education Specialist
Department
Education, Leadership and Public Service
Program
Administration and Supervision (Ed.S.)
First Advisor/Chairperson
Dr. Bethney Bergh
Abstract
Behavior management has long been a challenge for teachers in general, but there has been a lack of research on behavior management through the lens of personality type, such as introversion. This qualitative phenomenological study explored the strengths and skills of introverted teachers to facilitate positive behaviors in their classrooms, as well as challenges they encountered. In a semi-structured interview, five teachers from a school district in the Central Upper Peninsula of Michigan were presented with a specific set of questions (See Appendix C) targeting their experiences in behavior management as introverted teachers. The results highlighted the teachers’ unique traits of establishing positive relationships with their students coupled with firm expectations. Such combination could inform teacher training, focusing on the best methods employed by introverted personality types. The challenges these interviewed teachers faced revealed themselves to be the expense of energy required to socialize and be in continual contact with people. Additionally, the introverted teachers experienced discrimination as described by Smith et al (2018) as professionals in a world that promotes an extraverted ideal. Recommendations are put forward that school administrators should seek to recognize the unique needs and assets of introverted teachers to retain a diverse workforce. Environments that are supportive to both introverted and extraverted teachers should be provided that assist collegial understanding to promote positive professional development and mental health support.
Recommended Citation
Hamel, Bambi A., "A PHENOMENOLOGICAL STUDY INTO THE EXPERIENCES OF INTROVERTED TEACHERS" (2025). All NMU Master's Theses. 908.
https://commons.nmu.edu/theses/908
Access Type
Open Access
Bambi Hammel.pdf (33 kB)
Signed Signature Page
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, Educational Leadership Commons, Educational Psychology Commons, Higher Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons, Social Psychology Commons