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The relationship between elementary school teachers’ personality types and their learning and instructional strategies

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dc.contributor.authorERİŞTİ, BAHADIR
dc.contributor.authorBahadır Erişti
dc.contributor.orcid0000-0002-4092-3964
dc.date.accessioned2025-11-13T12:21:37Z
dc.date.issued2016-08-18
dc.identifier.endpage63
dc.identifier.issue2
dc.identifier.openalexW2586541359
dc.identifier.startpage41
dc.identifier.urihttps://hdl.handle.net/11421/9784
dc.identifier.urihttps://doaj.org/article/d2ef6a5031c54c3d92fd67b5d602e6f3
dc.identifier.volume8
dc.language.isoen
dc.relation.ispartofDOAJ (DOAJ: Directory of Open Access Journals)
dc.rightsrestrictedAccess
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectPersonality
dc.subjectFeeling
dc.subjectPersonality type
dc.subjectExtraversion and introversion
dc.subjectTest (biology)
dc.subjectSample (material)
dc.subjectProcess (computing)
dc.subjectSocial psychology
dc.subjectBig Five personality traits
dc.subjectComputer science
dc.subject.sdg4
dc.titleThe relationship between elementary school teachers’ personality types and their learning and instructional strategies
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5049145529

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