Vocational Personality Types and Sex‐Role Perceptions of Teachers, Counselors, and Educational Administrators

Abstract

This study investigated the relationships of sex, length of service, vocational personality types, and sex‐role self‐perceptions with job satisfaction levels of 200 school teachers, 200 school counselors, and 200 building‐level administrators. It was found that, while length of service was not significantly related to the assumption of a particular vocational personality type, there was indication of a positive relationship between androgynous sex‐role self‐perceptions and high job satisfaction for both female and male respondents. Implications of these findings for the career development of educators are discussed, and suggestions for further research are noted.