@article {334,
	title = {AN EXPLORATION OF INDIVIDUAL DIFFERENCES IN TEACHERS{\textquoteright} TEMPERAMENTS AND MULTIPLE INTELLIGENCES},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {21-32},
	abstract = {For this study on individual differences, predictions were made from the literature on the four temperaments in order to examine how teachers with particular temperaments might use their multiple intelligence strengths in their approaches to teaching and learning. From a cohort of 336 beginning teachers it was found that temperaments and multiple intelligences are two separate constructs. The differences in patterns of intelligence strengths confirm that each of the four temperaments is distinct from the other. Teachers adopting a Catalyst Temperament have above average strengths in Linguistic, Musical, Interpersonal and Intrapersonal Intelligences. Those with a Stabilizer Temperament display above average strengths in Logical-Mathematical and Interpersonal Intelligences. Teachers adopting a Theorist Temperament demonstrate strengths in Logical-Mathematical, Linguistic, Spatial and Intrapersonal Intelligences. Those with an Improviser Temperament show below average strengths in all except Bodily-Kinesthetic Intelligence.},
	keywords = {four temperaments, multiple intelligences, teaching styles},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915645.pdf},
	author = {Ian Ball and Chris Perry}
}
@article {137,
	title = {IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS{\textquoteright} EMOTIONAL INTELLIGENCE},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {89-98},
	abstract = {Within the area of educational research that has its focus on individual differences, the concept of emotional intelligence and its study in relation to the professional lives of teachers has raised considerable interest over the past decade. This article reports on data from a new measure of emotional intelligence specifically related to situations in the teaching environment. The four underlying dimensions that are identified in this study appear to be a more relevant way of characterising emotional intelligence for those in the teaching profession than other conceptualisations of emotional intelligence. The article concludes with an examination of the contention that emotional intelligence is strongly connected to effective teaching practice.},
	keywords = {effective teaching, emotional intelligence},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235221.pdf},
	author = {Chris Perry and Ian Ball}
}
