Teacher Education is an integral part of an educational system. Teaching is both a skill and an art (Aggarwal, 1964). Mass literacy goals as well as the emergency of technology transferred the very character of teacher training and its philosophy. The National Policy on Education 1986 reflects precisely this change in the concept and practice (Aggarwal, 2006).

The term 'teacher education' (as opposed to teacher training) implies the lifelong development of pedagogical and disciplinary knowledge in relation to and understanding of theories of learning and development, the historical and philosophical contexts of education and the ability to adapt instruction to a variety of learning situations. (Crow, 1973).

Personality covers the whole nature of the individual (Crow 1973). Psychology does not regard personality as a passive entity but as dynamic character of the individual which finds expression through his conduct and activities (Dennis Coon 2007).

In reviewing the literature on the history of the concept of personality, Allport (1937) has identified 50 different meanings of the term. He points out that two opposing emphasis in these definitions stand out as mask approaches and substance approaches. In the former case the emphasis is on the superficial aspects of behavior, the outward appearance or stimulus value of the individual, whereas, the latter class of definitions centre around the underlying nature of the person, that is, the basic determinants of the behavior patterns which are characteristic of an individual (Guilford 1987).

It is interesting to note that quiet number of psychologists and teachers have tried to describe personality in terms of traits. These traits are the different “dimensions” or “facts of personality” or “its qualities”.

According to Woodworth (1947), “A trait is some particular quality of behaviour which characterizes the individual in a wide range of his activities, and which is fairly consistent over a period of time” (Carol wade, 2006). For example, a person may display, more or less permanently, in his overt behavior, honesty or dishonesty, cheer fulness, independence or dependence, flexibility or rigidity, emotional maturity or infantilism, egotism or modesty, sociability or withdrawal in various combinations and patterns. Only those traits are called personality traits which are found in an individual's behavior, more or less consistently, in similar situations (Clifford Morgan, 1978). They are generally found in a certain pattern or form or unity, or honesty or sociability and emotional maturity may be the pattern. Although the individual changes from year to year as the child grows, this trait pattern tends to continue or persevere. Thus, unity, consistency and continuity mark the personality traits and also the behavior which is the result of one's personality (Howard, 2006).

In this present study, the investigator has selected the traits Extroversion- Introversion, Self concept, Dependence- Independence, Temperament and Anxiety.

According to Carl Jung (1912), introversion and extroversion refer to the direction of psychic energy. If a person's energy usually flows outwards, he or she is an extrovert, while if this energy normally flows inwards, this person is an introvert. Extroverts feel an increase of perceived energy when interacting with a large group of people, but a decrease of energy when left alone. Conversely, introverts feel an increase of energy when alone, but a decrease of energy when surrounded by a large group of people, (Crow,1973).

Self concept implies a person's perception (or) view of himself. Self concept is what the individual thinks about his actual self. Self concept plays an important role in the development of personality of an individual. The positive self concept is likely to enable an individual to lead a happy, contented and well-managed life. The idea of self starts growing from the period of infancy and grows during childhood, adolescence and maturity (Dandapani, 2006).

A person who amities others and relies upon them for his thoughts and expressions is said to be a dependent person. A person who expresses his own thoughts and ideas by himself without taking the help of others is said to be an independent person. An independent person will not only express whatever comes to his mind but will also tackle any problem, emotional or mental, that he\she encounters in life.

Temperament refers to the characteristics and aspects of personality. For that reason, they are similar to traits in that they are both innate (born with these things) and enduring. Infants, who are anxious and nervous, tend to be the same way when they are older. Temperament more often relates to the specific emotional characteristics such as calmness, anxiety or nervousness, (Dash, 2009).

‘Anxiety’ is a universal phenomenon in which the subject experiences a feeling similar to fear or apprehension. It is most common in adolescence and old age. Adolescence can be a time of stress and turmoil. Young people are subjected to all sorts of pressure at this time of their lives, (Dennis coon ,2007).

Researchers approved that the levels of their personality traits characterize a person. How and why one differs from another is an important part of the study of personality (Mangal, 2007). In a healthy classroom atmosphere student teachers are given the opportunity to develop and enhance all the aspects of their levels of personality. When the psychological traits of personality are achieved within the student, one is more likely to be motivated to achieve, cooperate and take on new challenges. One's personality traits play an important role in one's behavior, even in childhood and influence not only the goals which sets for oneself but also the ways in which one goes about achieving the goals (Dodge Fernald 2007). It is important for a student teacher who is future teacher to have a sound personality which will reflect upon the students. It is also important to find whether Teacher Educational institution plays a vital role in shaping the personality of the students. So the investigator wanted to find the role of Teacher Educational institutions in developing the personality of student teachers.

• To find out the level of personality and its dimensions of student teachers
• To find out whether there is any significant difference in personality and its dimensions of student teachers with respect to their type of management.

• H₁ : The level of personality and its dimensions of  student teachers is moderate.
• H₂ : There is no significant difference in personality and  its dimensions of student teachers with respect to their type of management.

Survey Method of research (Guilford, 1987) was adopted for the study.

The population for the present study consists of all B.Ed. students of Madurai revenue district.1080 B.Ed. students from 20 colleges of education (2 Government Aided colleges and 18 Self finance colleges), from Madurai revenue district were selected through random sampling technique (Best, 1982) for the study.

For the present study, the investigator used the following tools, ‘Multi Dimensional Personality Inventor y ’ constructed by Manju Rani Agarwal. (1979). The investigator used this tool to assess the personality factors of the student teachers. The tool consists of 100 items measuring five dimensions of personality namely, Extroversion-Introversion, Self concept, Dependence- Independence, Temperament and Anxiety.

Personal Data Sheet was prepared by the investigator.

To interpret the raw data, analyses were done using Percentage Analysis, Mean, Standard Deviation and 't' test (Best,1982). The results of the analyses are presented in the following Tables1, 2 and 3.

Table 1. Level of personality and its dimensions of student teachers

Table 2. Level of personality and its dimensions of student teachers in terms of type of management.

Table 3. Significant difference between Government aided and self finance college student teachers in their personality and its dimensions

The level of personality and its dimensions of student teachers is moderate.

From Tables 1 and 2, it is found that

• 27.3% of student teachers have high Extroversion- Introversion.
• 27.3% of student teachers have high self concept
• 25.7% of student teachers have high dependenceindependence.
• 24.4% of student teachers have high temperament.
• 24.1% of student teachers have high anxiety.
• 26.4% of student teachers have high personality in total.
• 27.4% of self finance college student teachers have high Extroversion-Introversion.
• 45.6% of Government Aided college student teachers have high self concept.
• 47.8% of Government Aided college student teachers have high dependence- independence.
• 24.7% of self finance college student teachers have high temperament.
• 28.9% of Government Aided college student teachers have high anxiety.
• 32.2% of Government Aided college student teachers have high personality in total.

There is no significant difference in personality and its dimensions of student teachers with respect to their type of management.

From Tables 2 and 3, it is inferred that there is no significant difference between Government aided and self finance college student teachers in their personality in total and its dimensions extroversion-introversion and anxiety, whereas there is significant difference between Government aided and self finance college student teachers in the dimensions, self concept, dependence-independence and temperament.

From the present investigation, it is found from Table 1, that only 26.4% of the sample has high level of personality in total. While studying in terms of dimensions of personality, very small amount of the respondents have high level of extroversion-introversion, self concept, dependenceindependence, temperament and anxiety. Moreover majority of the sample have moderate level of personality and its dimensions. This implies that the student teachers might have been exposed to minimum opportunity in their school and college level.

With the sample of the study classified in terms of their type of management, it is observed from Table 2, that 32.2% of Government Aided College student teachers have high level of personality in total and only 25.9% of Self Finance College student teachers have high level of personality in total. This may be due to the fact that Government Aided College student teachers might have undergone more personality development sessions than Self Finance College student teachers.

There is no significant difference between Government Aided and Self Finance college student teachers in their personality in total and its dimensions, extroversion introversion and anxiety, whereas there is significant difference between Government aided and self finance college student teachers in the dimensions self concept, dependence-independence and temperament.

From the mean value, it is found from Table 3, that Government Aided college student teachers (M=47.23 and 47.82 respectively) are better in the dimensions self concept and dependence-independence than self finance college student teachers (M=44.76 and 44.47 respectively). This may be due to the fact that Government Aided college student teachers are getting admitted to the colleges purely on merit and may have high self concept and may not depend much on others for their studies and future life.

Also from the mean value, it is found from the Table 3, that self finance college student teachers (M=41.47) are better in the dimension temperament than Government Aided college student teachers (M=39.93). This may be due to the fact that self finance college student teachers may be exposed to more co-curricular and extracurricular activities that develop their temperament.

• It is found that Government Aided college student teachers are better in the dimensions of self concept and dependence-independence than self finance college student teachers. Annual plans of the self finance colleges should include Personality development programmes for student teachers to develop their self concept and to shape them better.
• More time to be dedicated on improving the personality of Student teachers.
• Experts in the field of personality development should be arranged to give lectures to the Teacher Educational Institutions.
• More co-curricular and extra-curricular activities to be conducted in the colleges and should be included in the annual plans.