Abstract
ABSTRACT The five-factor model is one of the most researched theories of personality and is frequently evaluated through the Big Five Inventory (BFI). The present study aims to explore the reliability and factorial validity of the BFI in Cuba and to investigate the relationships between personality traits and motivations for teaching. A sample of 320 prospective teachers from two universities participated in the study. A total scale reliability score of α = .73 was obtained. Principal Component Analysis using varimax rotation validated a five-factor structure, however, poor loadings of some items of the agreeableness and neuroticism factors were found. Personality dimensions of the five-factor model provided a set of meaningful relations with motivational factors determining the choice of entering the teaching profession. The dimensions of conscientiousness and agreeableness were significant predictors of intrinsic motivation as well as satisfaction with career choice. In particular, conscientiousness emerged as an important personality trait of prospective teachers. The findings obtained are partly in line with previous studies and are significant for recruitment strategies that optimize teacher quality.
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