Traditional teaching and training aims to develop a knowledge base, focusing on analytical and memory skills of students. Approaching the teaching from the perspective of the theory of the successful intelligence means to develop students’ expertise through a teaching which integrates and valorizes creative and practical skills alongside of analytical and memorizing skills, allowing them to valorize their intellectual qualities, by offering multiple ways to encode information (analytical, creative and practical activities) that facilitate the retention of the proposed materials. To teach for a successful intelligence require from the teacher to use a set of techniques that encourage the students to engage both in a learning that stimulates the reproductive thinking, and especially in an analytical learning (analyzing the offered information, an assessment of what is subject to learning, explaining how things work), creative learning (inventing and exploring new ways of solving various situations or problems, imagining scenario in which acquired knowledge can be used or finding new usage) and practical thinking (encouraging daily application of information receiving in the classroom, practical test of what is known in theory) (Paloş, 2007). Therefore, teacher role is not only to provide information that students have to assimilate and then reproduce in the process of evaluation, but also to stimulate them to generate ideas, to evaluate them and to make these ideas work in practice, convincing the others of their value (Sternberg, 2003). The way the teacher prefers to use his cognitive abilities (thinking style) influences his preference for certain learning situations (learning style), which reflects on his personal style of organization and the use of teaching methods (teaching style). Research shows that academic performance can be considerable, when there is a compatibility between the teacher's teaching style and the cognitive or learning style of the students. The absence of such harmonization could result in failure, frustration and demotivation students (Peacock, 2001, Reid, 1995). The purpose of this study is “to validate the teaching style for a successful intelligence questionnaire”. The objectives of the study are: 1. to identify the relationship between the preference of the teacher for one of the four teaching styles (which stimulate a reproductive, analytical, creative and pragmatic thinking) and his personality features; 2. to identify the relationship between teaching style of the teacher and his learning style.

The study will be conducted on 250 teachers with at least 5 years of seniority in their teaching. Subjects will be randomly selected from the highschools and universities from humanities and natural sciences fields. Data will be statistically processed with SPSS 15.00 and AMOS 4.0. The analysis will test the factorial structure of the TSSIQ. The instruments used in research are: 1.“Teaching style for successful intelligence questionnaire-TSSIQ” (Palos and Maricutoiu, 2006), based on Sternberg’s theory of successful intelligence. A first statistical analysis upon the questionnaire consisted in an exploratory factorial analysis using principal axis factoring method, with oblique rotation. We tested the relationship between this instrument and SLT-DI, DECAS and Learning Style Questionnaire. 2.DECAS – (Sava, 2008) based on Big Five model. 3.SLT-DI (Singer-Loomis Type Deployment Inventory, version 5.01, developed by J.Singer, M.Loomis, E. Kirkhart and L.Kirkhart). 4.„Learning style questionnaire” (Honey and Mumford, 1986).

The theory of successful intelligence is not enough valorized in the educational activity–whether we talk about teaching, learning or evaluating the informational contents. The validation of the “teaching style for successful intelligence questionnaire” is a great benefit for educational activity from at least three perspectives: the teacher shows preference for certain teaching methods influenced by his style of thinking and learning, which facilitates the conduct of training for teaching activity according to his personal characteristics; allows the combination of teaching methods so as to provide a wide range of possible alternatives to encode information, therefore a more effective learning, as well as choosing the best methods of assessment (essays, projects, oral exams) that favors the styles of thinking and learning of students and valorise their potential; the compatibility teacher-pupil at the level of teaching and learning styles can lead to increased motivation for learning and better academic results from students.