Personality Traits Of Teachers Research Articles

Teachers' talent management and personal quality ensure a better tomorrow in education

PurposeThis study investigates the level and correlation between talent management and teacher personal qualities among MICSS (Malaysian Independent Chinese Secondary School) teachers by integrating the talent management model proposed by Davies and Davies (2011) and the Big Five Structure established by Lewis R. Goldberg (1992).Design/methodology/approachThe researcher conducted quantitative research methods in this study, collecting numerical data through the use of questionnaires and utilizing the stratified random sampling technique. The sample consisted of 357 Malaysian teachers who are employed by MICSS throughout the whole Malaysian context.FindingsIn essence, the survey revealed a significant degree of proficiency in talent management and teacher personal qualities among teachers. In addition, this study also revealed a moderate correlation between talent management and the personal traits of teachers across MICSS teachers in Malaysia.Research limitations/implicationsLimiting the investigation solely to MICSS is a noteworthy limitation. The examination also utilizes AMOS structural equation modeling (SEM) analysis, and it may be considered a restriction of this research that quantitative survey research is employed.Practical implicationsAcademic establishments and universities that nurture prospective educators should incorporate talent management strategies and the personal qualities of teachers into the modules of teacher training to ensure that these individuals are not only adequately prepared but also assured of their ability to execute all duties assigned to them in a professional manner.Originality/valueThis research is notably innovative in the context of the Malaysian MICSS, where little evidence exists regarding talent management and teacher personality traits in education. This study, to the best of our knowledge, is the first attempt to investigate the practices and correlation between talent management and teacher personality traits in the entire Malaysian context. The research focuses on the practices of talent management towards MICSS teachers in Malaysia as well as the personal qualities of MICSS teachers.

The Mediating Effect of Teacher Personality Traits on The Relationship Between Autonomy and Role Performance of Infant Tteachers

The Mediating Effect of Teacher Personality Traits on The Relationship Between Autonomy and Role Performance of Infant Tteachers

A Bioecological Approach to the Life of a Child with Autism Spectrum Disorder

Introduction: The aim of this study was to examine the lives of children with autism spectrum disorder from the perspective of the bioecological theory. Method: The research was designed as a descriptive phenomenological study focusing on the participants' descriptions and experiences of living with autism spectrum disorder. The starting point of descriptive phenomenology involves concrete descriptions of the events experienced by the participants from the perspective of their everyday life. Seventeen caregivers of children with autism spectrum disorder participated in the study. Semi-structured interview technique was used to collect the data. Findings: As a result of data analysis, the following sub-themes emerged: caregiver and child, other family members and child, immediate environment and child, teacher and child, the school in the microsystem; social field ties in the mesosystem; parent and teacher in the exosystem; the education system, support, community, laws, and communication tools in the macrosystem; and time and participation in the chronosystem. Discussion: When a child is diagnosed with autism spectrum disorder, the interactions of family members within themselves and with other people in society differ. Many factors such as the level of acceptance of the diagnosis of autism spectrum disorder by other individuals including parents and siblings, personality traits, and their opinions about autism spectrum disorder may have been determinant in interpersonal communication. The views on the teachers' approach can be explained by the education and personality traits of the teachers. In addition, variables such as the resources of the school or the level of acceptance of disability by the school staff may also have been effective in the results. Conclusion and Recommendations: Mothers were the primary caregivers of children, that the socioeconomic characteristics of parents and the personality traits of teachers affected children's development and education, and that the society was prejudiced and distant towards children due to lack of knowledge about children and the subject. It was expected that the quality and quantity of social awareness-raising activities would be improved. Parents who did not have sufficient financial income stated that they could not provide their children with the care and education they needed. It is believed that non-governmental organizations can help children with autism spectrum disorder access training and support in different disciplines such as sensory integration, sports activities, psychology, and nutrition.

The impact of teacher personality traits, perceived organizational support, and self-efficacy on job satisfaction: From the perspective of private universities in Yunnan province, China

This study is based on the social cognitive career theory in order to investigate the influence of teachers' personality traits, perceived organizational support, and self-efficacy on job satisfaction. Understanding the relationships between these factors is particularly important for enhancing teachers' job satisfaction. First, purposive sampling was used to select the four private universities for this study, followed by quota sampling which was used to determine the proportion of teachers at each of the four private universities, followed by convenience sampling. A questionnaire survey of 581 was collected from the 4 private universities located in Yunnan province, China. The findings reveal that teachers' perceived organizational support has a significant positive impact on personality traits, self-efficacy, and job satisfaction. Teachers’ personality traits have a significant positive impact on self-efficacy and job satisfaction. Additionally, a teacher’s self-efficacy has a significant positive impact on a teacher’s job satisfaction. Overall, this study provides valuable insights for enhancing the job satisfaction of teachers in private universities.

Impact of Personality Traits on Communication Effectiveness of Teachers: Exploring the Mediating Role of Their Communication Style

Personality traits of teachers are critical to their teaching reflections as well as students learning and satisfaction. However, there is no guiding framework about which personality factors and style of communication are important for teachers’ communication effectiveness during their classroom teaching. The current research studies the impact of personality traits on Communication Effectiveness (CE) of teachers during their classroom teaching and the mediating role of their Communication Style (CS). A sample of 250 teachers from Indian higher education institutions participated in the exploratory study. The study applies PLS-SEM, a theoretical model was proposed and the results point to a total mediating impact of CS on the relationship between personality and CE. The direct effect of the personality traits on communication effectiveness, although positive becomes insignificant, indicating that to a major extent the influence of personality traits on communication effectiveness is explained by the communication style of the teachers. “Conscientiousness” and “Extraversion” personality traits are the most significant personality traits which bring about communication effectiveness in teachers through their “expressive” and “precise” communication styles. Validation of the proposed model will facilitate the teachers to assess their personality traits and identify the most suitable teaching styles which will make their classroom teaching effective thus, enhancing students’ class participation and academic performance.

PROMOTING SOCIAL EQUITY AND PREVENTING TEACHERS' MALADAPTIVE SCHEMES

Through this article we aim to highlight the importance of social and educational policies for promoting equity in the Romanian educational system. The paper also contains an investigative study aimed at evaluating the personality traits of teachers and their level of anxiety and the role that certain maladaptive cognitive mechanisms have in the manifestation of counterproductive professional behaviors. The data of the study were collected based on online questionnaires from 31 teachers from the "Kemal Ataturk" National College in Medgidia, Constanta County, Romania.

Perceived Effects of Teacher Personality Traits on Students’ Mathematics Achievement: Case of Some Selected Junior High Schools in Wenchi Municipality in Ghana

The study explored the perceived effects of teacher personality traits on Junior High School students’ mathematics achievement in the Wenchi municipality of Ghana. The study was anchored on the Five-Factor Model of trait theory, and the design was descriptive correlational. The study sample comprised 367 randomly selected teachers. The researchers adapted the Revised NEO Personality Inventory (NEO PI-R) questionnaire to collect the data and analysed using the mean, multiple regression and Pearson r correlation coefficient tests. The results indicated Conscientiousness and Neuroticism as the most dominant and least teacher personality traits. All five factors were perceived to positively impact students’ mathematics achievement, though insignificantly (p = 0.05). Nonetheless, only Extraversion and Agreeableness traits significantly correlated positively with students’ mathematics achievement. Being open to experience, conscientious, extravert, agreeable, and neurotic may be connected to students’ learning and academic achievement but not significantly important. The study recommends the need for teachers to be sociable, energetic, friendly and optimistic. They must also be organised, systematic, hardworking, reliable and responsible.

Characters in Tamil literature and Personality Traits of Teachers

Many studies can be carried out based on various theories in the Tamil language which has undergone various changes from time to time. In that way, Tamil literature, especially story-based literary forms have created the story based on the personality of the character in the story. The best character in personality becomes the hero of the story. The villain of the story has good personality but at the same time villain will have some minor flaw. In that way, personality is very important for every character. A person who have good character gains fame among the people. This article is about the interpretation of the personality theory, the characters with good personality, personality traits of the teachers and so on. etc.

초등교사의 비언어적 의사소통 행동 유형 연구

Objectives This study is to explore the types of nonverbal communication behaviors of elementary school teachers based on communication theory. Methods This study was conducted as a philosophical and psychological integrated approach to education that can scientifically support various perspectives on human behavior and human behavior and psychological processes for the study of teachers' nonverbal communication behavioral types. Based on the communication theoretical exploration of Jurgen Habermas and Satir, a literature study was conducted on the types of nonverbal communication behaviors of teachers. Results Looking at many previous studies, the nonverbal communication behaviors of teachers focused on the personal aspect with emphasis on the teacher's personality traits. In this study, the teacher's nonverbal communication behavior was considered not only in the personal aspect of the teacher but also in the social and environmental context through Habermas and Satir's communication theoretical exploration and classification of nonverbal behavioral factors according to previous studies on nonverbal communication behavior. The behavioral patterns that appear according to the necessity of children were divided into two types: body language type and environment language type. As sub-elements, body language type communication behavior types using body organs such as body movements, body sensations, and voices, and environmental language type communication behavior types using physical time and space, artificial symbols, and social systems as sub-elements. classified. Conclusions Conclusion When looking at the types of communication behaviors of teachers in the existing studies in the context of elementary school classrooms, our gaze is focused on the teacher's individual personality traits and the differences between verbal communication behavior and nonverbal communication behavior. There have been many studies that have measured the frequency. In this study, which was conducted to overcome the limitations that were difficult to categorize because the complexity of the nonverbal communication system and the range of its elements are very wide, based on the communication theory of Habermas and Satir, various nonverbal elements appearing in the nonverbal communication behavior of teachers were identified as common. In addition to understanding the characteristics of an individual teacher with a body, the teacher's communication behavior type is an integrated perspective of the temporal and spatial environment of school, classroom, class, and situation, which are the real life contexts in which the individual is involved. will have to be understood as.

The model of teachers’ attitude to uncertainty construct: With the main focus on different generations of educators

Introduction. The article analyzes the concepts of tolerance to uncertainty. The problem of the research is that very few studies have investigated the essence of the construct of uncertainty and its determining factors in teaching practice of educators belonging to different types of generations. The purpose of the research is to build a model of the construct of attitude to uncertainty among teachers of different generations. Materials and Methods. 163 teachers aged between 23 and 67 years (Belaya Kalitva, Rostov-on-Don) were interviewed. Data for this study were collected using the following methods and inventories: “Determination of the reflexivity level”; “Tolerance to uncertainty”; “Ten-point personality questionnaire”; methodology of basic stereotypes of normative attitudes in social behavior. Statistical data processing was carried out using the Mann-Whitney difference criterion, exploratory and confirmatory factor analysis. Results. The authors summarized the ideas about the phenomenon of uncertainty in personal, cognitive, situational and affective aspects. The empirical study focusing on comparing the indicators of tolerance to uncertainty was conducted and its relationships with the level of reflexivity, behavior stereotypes and personality traits of teachers – representatives of the "Informational" and "Transitional" generations were identified. Significant differences between representatives of generations in measured indicators were revealed. Both groups demonstrated collectivism in basic behavioral stereotypes. The connection between tolerance to uncertainty and reflexivity was confirmed. Based on empirical data, a four-factor model of teachers' attitude to uncertainty has been constructed, including the level of reflexivity, tolerance to uncertainty, behavior stereotypes, and personality traits. Conclusions. The authors identified the structure and internal connections within a complex psychological object – tolerance to uncertainty. A four-factor model of the construct of the attitude to uncertainty as a difficult-to-formalize object has been constructed and correlated to empirical data.

Teacher personality traits as a determinant of stress perception and mental health

Numerous research studies have shown that teaching profession is one of those most susceptible to stress. In Bosnia and Herzegovina, there are also some additional aggravating circumstances which might be considered stress factors among teachers, primarily a low socio-economic status and forced adaptation to systematic school changes. Moreover, teachers are often victims of a social and moral crisis as well as of the changed roles in education. This paper aims to provide an insight into the current state of teachers' mental health, the presence of stress and stress factors, and to investigate whether and to what extent personality traits and social and economic factors are significant predictors of teachers' perception of stress and their mental health. The following instruments were used: BIG 5, Teacher Stress Inventory (TSI) and Mental Health Inventory (MHI). The sample comprised 181 teachers working in state elementary and high schools in B&H. The results indicate that a moderate level of stress is present among teachers. The stress sources are mainly professional limitations (M=2,56), the issue of discipline and students' motivation (M=2,46), and stress factors related to profession (M=2,47) – large classes, too much paperwork, too little time and money for preparation. The most common manifestations of stress are cardiovascular disorders (M=2,02), fatigue (M=1,91) and emotional disorders (M=1,87). Statistically significant correlations were found between personality traits of extroversion of comfort, conscientiousness, neuroticism and openness, ranging from 0,169 to 0,381. The strongest correlation existed between neuroticism and extroversion. Neuroticism was mainly found to correlate positively with the subscales of stress and stress manifestations, while extroversion was in a negative correlation with stress perception and manifestation. In terms of the correlation between personality traits and MHI subscales, the correlation was in the range between 0,218 and 0,590, with the subscale of neuroticism showing moderately high correlation with anxiety, depression, behavior and emotional control, psychological instability, but also demonstrating negative correlation with psychological well-being, general positive affect and general mental health index. The regression analysis showed that the personality traits of neuroticism and extroversion, but also of conscientiousness, i.e., comfort, were significant predictors of teachers’ mental health and their stress perception. Neuroticism was a significant predictor of time management, professional limitations, discipline and motivation, but also of emotional manifestations of fatigue, cardiovascular disorders, and the total score on the scale of stress, anxiety, depression, the loss of emotional and behavior control, psychological instability, psychological well-being and mental health in general. Extroversion was a significant predictor of professional limitations, discipline and motivation, emotional manifestations, while consciousness significantly predicted gastrointestinal disorders, and comfort predicted depression, psychological instability and the index of mental health. Among social and economic factors, age was a significant predictor of emotional manifestation of stress, while working experience and level of education were significant predictors of gastrointestinal disorders. Keywords: personality traits, stress among teachers, teachers’ mental health.

ASSOCIATION BETWEEN TEACHERS’ PERSONALITY TRAITS AND TEACHERS’ BURNOUT: MODERATING ROLE OF EMOTIONAL INTELLIGENCE

Purpose of the study: The current study aims to recognize the association between teacher's personality traits and burnout in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The current study predicts the moderating role of emotional intelligence in the relationship between personality traits & burnout levels of university teachers.
 Methodology: Quantitative research method was used in this study. Questionnaires were distributed to 317 samples of university teachers in District Peshawar, KP, and Pakistan. To check validity KMO & Bartlett's test was used. Cronbach Alpha Coefficient was used to test reliability. Meanwhile, hypotheses were tested through regression analysis and t-tests.
 Main Findings: It was indicated that openness to experience and neuroticism personality traits predict emotional exhaustion, depersonalization, extroversion & neuroticism express personal achievement. Emotional intelligence significantly moderates the association between a teacher's personality traits & burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers.
 Applications of the study: This study will add to the present level of understanding of constructs like personality traits, emotional intelligence, and burnout. The findings of this current study will also help university teachers to know about their dominant personality traits, their emotional level of intelligence. The current study results will help stimulate further research.
 Novelty/Originality of the study: To our knowledge, there are only fewer amount of research studies on studying the association between teachers' burnout & personality traits in university teachers particularly, in the context of Pakistan. Keeping in view that previous studies were not focused on the role of emotional intelligence in the relationship between the above-mentioned dependent and independent variables.

Позитивно-психологический подход как фактор стимулирования психологического благополучия и редуцирования рисков профессионального выгорания педагога

The article presents the results of our study of personal potential and personality traits of teachers. The study focused on the ways of preventing professional burnout and maintaining and increasing psychological well-being. There are a large number of approaches to describing personality traits and their relation to one’s profession. However, the positive psychology’s approaches to describing personality within the professional sphere are, in our opinion, insufficiently presented in the available Russian literature. This article aims to establish interconnections between the concept of Values in Action (VIA) and personal indicators of the psychological well-being of an individual. The psychological well-being is examined based on life satisfaction, self-esteem, self-efficiency, professional burnout and a number of socio-demographic indicators in a sample of Russian teachers. The study aimed to identify the general level of psychological well-being and professional burnout of teachers in Russia, test the relevance of using the positive psychological concept of VIA as a research tool for describing personality in the professional sphere, and establish relationships between certain strengths of the personality of teachers, their psychological well-being and professional burnout. The study involved 7946 teachers (7466 women, 480 men) from seven regions of Russia. The following methods were included in the questionnaire: “Life Satisfaction Scale”; “Self-Esteem Scale”; “Scale of General Self-Efficiency”; “Professional Burnout”; “Values in Action — Inventory of Strength”. The study revealed that there is a need to stimulate the psychological well-being of teachers—in particular, by providing teachers with training in how to reduce professional burnout. The VIA concept and the positive psychology’s approach were shown to be effective and relevant tools for studying the issues described above. The study also established specific relationships between certain strengths of the personality, psychological well-being and professional burnout of teachers in Russia.

The Effects of Personality Traits of Teachers on the Development of Student Creativity

By using certain techniques, teachers can set an example to their students that fosters development of their creative thinking abilities in addition to other attitudes and behaviors. The general objective of this study, conducted at the primary school level, was to analyze the effects of personality traits of teachers on the development of creative–thinking abilities among students. The Adjective–Based Personality Scale, an in–class observation form, and a creativity task were employed as data collection instruments. At the end of the study, it was found that the teachers with high levels of the openness to experience personality trait exhibited significantly higher levels of behavior supportive of in–class creativity and that the creativity scores of the students in their classes were significantly high. No significant differentiation was found in comparisons related to the personality traits of agreeableness and neuroticism .

Instability of Personality Traits of Teachers in Risk Conditions due to Work-Related Stress.

The following study aims to verify whether psychosocial risk conditions determine a variation in personality traits. The sample consisted of 301 teachers, comprising 84 men (27.1%) and 217 women (72.9%). The Big Five Questionnaire (BFQ) was used to measure personality traits, while the Organizational and Psychosocial Risk Assessment (OPRA) questionnaire was used to measure psychosocial risk. The ANOVA results notice the change of BFQ traits. These are significant (Extraversion = 0.000; Agreeableness = 0.001; Neuroticism = 0.000; Openness = 0.017), with the exception of the Conscientiousness trait (Conscientiousness = 0.213). The research supports the approach of seeing personality as the result of the interaction between the individual and the environment; this position is also recognized by work-related stress literature. Stress conditions can lead to a change in the state of health and possibly determine the onset of work-related stress diseases. In the future, it would be useful to start a series of longitudinal studies to understand in greater detail the variability of personality traits due to changes in the Risk Index.

Work of teachers co-organising the process of education of pupils with special educational needs in the opinions of public school teachers

One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.

A jednak osobowość! Dobry nauczyciel języka obcego w świetle wypowiedzi polskich uczniów i studentów

The aim of this article is to present a portrait of the so-called good foreign language teacher, which has been created on the basis of the comments made by about 850 Polish students of modern languages, and students representing various types of schools (from primary schools, through middle schools, to secondary schools). In this picture, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. The presentation of the research results has been preceded by a theoretical part where teacher personality and its role in (language) education have been briefly discussed.

Forschungsbericht zum Profil eines „guten“ Fremdsprachenlehrers an der Hochschule

The aim of this article is to present the profile of a ‘good’ foreign language teacher,which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities)

Relationship between novice versus experienced EFL teacher’s Big Five personality traits and their ambiguity tolerance and risk taking

PurposeThe purpose of this paper is to investigate the possible relationship between novice vs experienced EFLs teachers’ Big Five personality traits, ambiguity tolerance and risk taking. To this purpose, 30 teachers of TEFL courses were randomly selected, and three instruments of NEO Five-Factor Inventory, Ambiguity Tolerance Scale and Risk-taking Propensity Measure were employed to measure their Big Five personality traits, their ambiguity tolerance and risk taking, respectively.Design/methodology/approachThe study was a quantitative ex post facto study. The first phase of the study was to investigate the relationship among variables of the study. On the other hand, the second phase of the study examined the impact of experience of teachers on their risk taking and ambiguity tolerance.FindingsThe results showed that the more experienced the teachers are, the less risk they take and the more ambiguity tolerant they are. On the other hand, the less experienced the teachers are, the more risk they will take and the less they can tolerate ambiguity. The findings of this research can have useful implications for teacher training programs as well as teaching practices.Originality/valueThis study can add to the circle of knowledge and enhance theoretical assumptions of the field. Moreover, considering the Iranian context, a few studies have focused on the importance of uncovering relationship between five big personality traits and teachers’ personality factors. Therefore, this study is an attempt to investigate the relationship between the Big Five personality traits of teachers and their ambiguity tolerance and risk taking.

The impact of personality traits on organizational cynicism in the education sector

PurposeToday’s organizations try to keep their employees loyalty but employees may still feel unsatisfied and adopt negative attitudes. Cynicism, as a negative attitude of employees toward their organization, leads to unwanted outputs such as lower performance or lower loyalties that can appear in every kind of sector. Accordingly, the purpose of this paper is to determine the effects of personality traits on organizational cynicism in the education sector.Design/methodology/approachThis study used the survey method to collect data and survey forms were distributed to teachers from various private schools in Istanbul, Turkey. With the e-mail survey method, the authors received 254 healthy survey forms from teachers. For personality traits, the five-factor model of personality traits that was developed by McCrae and Costa (1987) was preferred and the organizational cynicism model was evaluated with three basic dimensions as based on Brandes’s (1997) model.FindingsBased on data from 254 teachers of various private schools in Istanbul, interrelationships amongst personality traits and organizational cynicism were tested. On the basis of the partial least-squares method, the authors found that agreeableness had a negative effect on cognitive cynicism and affective cynicism, conscientiousness had a negative effect on cognitive cynicism and affective cynicism, neuroticism had a negative effect on cognitive cynicism and behavior cynicism, and openness to experience had a positive effect on cognitive cynicism and affective cynicism. Thus, it can be said that personality traits of teachers had a significant effect on organizational cynicism as a result of this study.Research limitations/implicationsThis study used two main scales: the scale of McCrae and Costa (1987) for personality traits and the scale of Brandes (1997) for organizational cynicism. The authors adapted both the scales for Turkish culture and the education sector that the results can be considered valid for only this study.Originality/valueThis study shows a significant effect of personality traits on cynicism in the education sector and thus can be considered to be useful for future studies.