Who should study instructional technology? Vocational personality approach

Abstract The main purpose of this study was to examine the relationship between vocational personality and departmental satisfaction of instructional technology students. Holland's theory of personalities in work environments served as the theoretical framework. The participants were 103 undergraduate students enrolled in the department of Computer Education and Instructional Technology in Turkey. Findings revealed a significant relationship between vocational personality and departmental satisfaction. Based on the results of the current study, it seems that Holland's theory offers a useful framework for addressing the question of who should study instructional technology or work as an instructional technologist. Practitioner Notes What is already known about this topic It seems that theories of career choice have received no attention in the field of instructional technology. Studies which focused on personality in the field of instructional technology generally examined the relationship between personality and the level of technology use or motivation. Holland's theory has been tested and validated extensively in other fields. What this paper adds The current study seems to be the first study which examined the utility of a career theory in the field of instructional technology. The current study offers a useful perspective for addressing the question of who should study instructional technology. The current study helps us understand why some students have low satisfaction in studying in the department of instructional technology. Implications for practice and/or policy Holland's theory can be used as a vocational guide to those who wish to study in the area of instructional technology or choose an instructional technology‐related career. The Vocational Interest Scale helps academic advisors measure vocational personality of their students. The academic advisors should consider personality when guiding their students.