THE RELATIONSHIP BETWEEN PERSONAL AND PROFESSIONAL CHARACTERISTICS OF TEACHERS

Abstract

Numerous research projects show that teachers’ professional behavior is one of the key factors in the effectiveness of teaching and students’ educational achievements. Also, modern trends in education put more and more complex demands on teachers. Therefore, it is important to understand the factors that contribute to the success of teachers’ work with students. In the study presented in this paper, conducted on a sample of 148 teachers from elementary and secondary schools in Serbia, the relationship between teachers’ personal and professional characteristics was examined, i.e. the possibility of predicting teachers’ classroom management styles and self-efficacy by the measures of personality dimensions from the Big Five model, empathy and locus of control was investigated. As important predictors of teachers’ classroom management styles, some personality dimensions were highlighted (Openness, Agreeableness and Conscientiousness as important predictors of the Interactionist style, with the greatest particular contribution of the Openness dimension), as well as the locus of control (the external locus of control predicting a more pronounced Intervening and Non-intervening style). Lower Empathic Concern has a significant particular contribution to the prediction of the Noninterventionist style as well. Important predictors of teachers’ self-efficacy are mostly some personality traits (the most often higher Extraversion and lower Neuroticism) and empathy dimensions (mostly Perspective Taking and Personal distress). It could be concluded that all investigated teachers’ personal characteristics provide a significant contribution to their important professional features. The obtained results could be useful in creating ways to support teachers’ professional development.