Little or no record of the personality characteristics of the
architectural design studio teachers and students has been made in
schools, in the world over. This study employed a survey research
designs in the architectural design studios of four (4) selected
universities in South-West Nigeria. Five hundred (500) architectural
students population study, out of which a sample of 498 was drawn
while seventy five (75) represent teachers population study, out of which
a sample of 49 was drawn, (N=49). Structured questionnaire patterned
after Myers-Briggs (MBTI Indicator, 1997-2009) was used. This paper
examined the influence of intuitive-sensing personality characteristics of
design studio teachers‟ and students in the determination of architectural
forms and structures. The key findings yielded seven (7) dimensions
pedagogic perceptive indices to Life in Architectural Design Studio (iNintuitive,
S-sensing); iN-S1, iN-S2, iN-S3, iN-S4, iN-S5, iN-S6, and iNS7
across the spectrum. The most significant index in the pedagogic
spectrum was iN-S5 across the selected schools (iN= 15.8s, 4.0t; S=
63.4s, 85.7t) with higher sensing but skewed intuition indices for
students and teachers respectively. It recommended a controlled
engagement of intuition and sensing personality characteristics in
fostering design products. This was to enable proficiency and
competency rating of teachers, students and professionals in practice
