Recognizing the pivotal role of teacher personality in educational processes, this study aims at investigating the influence of teacher personality on classroom teaching and interaction with psychopathic students, using the 16 Personality Factors (16PF) model. Through an embedded case study method with purposive sampling, eight teachers representing four personality types were observed and interviewed to understand their instructional preferences and interactions with students, particularly those with psychological disorders. The findings indicate that teacher personality significantly shapes teachers as spot light (i.e., focus on “myself” or “surroundings”) , the different vital roles by adopting extraverted feeling (Fe) in their teaching and psychopathic students’ interaction, and last shapes teachers as the fabulist through their deep insights of intuitions in work. This study underscores the need for teacher training in mental health awareness and the significance of a multi-disciplinary approach involving collaboration between teachers, school administrators, counselors, and parents to support students with psychological issues effectively.

Sihan Wang, Wei Lin. A Case Study: How Does Teacher’s Personality Influence Classroom Teaching and Psychopathic Students’ Interaction. Frontiers in Educational Research (2024) Vol. 7, Issue 7: 210-222. https://doi.org/10.25236/FER.2024.070731.

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