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Problem statement: The practice of contemporary teaching methods that looked into&#13; student diversity had started to dominant most classrooms. In recent years, teachers had adopted a&#13; multiple intelligences approach in teaching to meet the needs of a wider range of students. Objective of&#13; the present study was to determine the Multiple Intelligence (MI) profile and teaching styles of&#13; primary and secondary school teachers. The study also focused on identification of the difference in&#13; teaching styles adopted between primary and secondary school teachers. Approach: This study&#13; involved 310 randomly selected primary and secondary teachers had applied a descriptive design in&#13; which questionnaires were used for the purpose of data collection. Correlation based techniques were&#13; used to determine the relationship as well as the magnitude among multiple intelligences. Results:&#13; Research findings showed that significant differences were present in five MI profile (spatial,&#13; naturalistic, logic/mathematics, interpersonal and musical) with t = 2.75, 2.55, 3.56, 3.05 and -2.32&#13; respectively and three significant differences in the teaching strategies (naturalistic, musical and&#13; intrapersonal) with t = -2.58, -3.78 and 2.70 respectively between secondary and primary school&#13; teachers. Conclusion: It can be concluded that both primary and secondary teachers had utilized the&#13; theory of Multiple Intelligence (MI) in their teaching approaches in todays classroom

An Analysis of Teaching Styles in Primary and Secondary School Teachers based on the Theory of Multiple Intelligences