Sınıf Öğretmenlerinin Erteleme Davranışı Eğilimleri ve Kişilik Özellikleri Arasındaki İlişkiler

Abstract

The purpose of this study is to determine the behavioral tendencies of procrastination according to the big-five personality traits of primary school teachers. The research also investigated the effects of big-five personality traits on procrastination behavior. This study was designed with a correlational survey model. The universe of this study consists of 15716 primary school teachers working in 25 districts of Ankara Province. The 463 primary school teachers identified from the target group by stratified sampling method constitute the sampling group. The 'Tuckman Procrastination Tendency Scale' was used to measure procrastination tendencies of teachers and 'Five Factor Personality Traits Scale' was used to measure personality traits. As a result of the research, a significant difference was determined between gender, age, professional tenure and procrastination behavior. There is also a significant interaction between personality traits (neuroticism, conscientiousness, and agreeableness) and procrastination behavior. Personality traits, on the other hand, account for 39% of the tendency to procrastination behavior. Although there are only a few studies on the procrastination and personality traits of prospective teachers in Turkey, there have been no studies of the relationship between the two concepts in the sample of primary school teachers. This study aimed at solving this important deficiency in the literature is the first study to examine the procrastination behavior and personality traits on the sample of primary school teachers in Turkish educational science literature. This work, which opens up new fields of study for future research, is thought to contribute to the literature on management and educational sciences.