Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?

Abstract

Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, research-based evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process.