The contribution of interpersonal behavior evaluation to the prediction of initial teaching success: A research note

This study examines the contribution of assessments of interpersonal behavior to the prediction of initial teacher success. The findings indicate that the widely used predictor of cognitive ability (as measured by intelligence test scores and past scholastic achievements), is rather limited in predictive power. Further, the results reveal the evaluations of interpersonal skills, including oral intelligence, significantly contribute to the prediction of success in teaching. Evaluation of candidates for teacher education programs along the lines suggested by this study requires a radical departure from conventional methods. It calls for the use of tools designed to elicit interpersonal skills, such as a group assessment procedure and Cattell's 16 PF, as well as measures of the cognitive domain.