personality traits

  • How Faculty Members’ Personality traits Influence their Education-Research Performance

    Author: Asghar Zamani
    Author: Mahtab Pouratashi
    Year of publication: 2017
    Source: Show
    Pages: 70-82
    DOI Address: https://doi.org/10.15804/tner.2017.50.4.06
    PDF: tner/201704/tner20170406.pdf

    The purpose of this study was to investigate the relationship between personality traits and education-research performance of faculty members. A survey was conducted among 321 faculty members in Tehran University, Iran. The research instrument included: personal and professional features, items related to personality traits, and items related to self-evaluation of education and research performance. Reliability and validity of the instrument were determined through opinions of faculty members and application of Cronbach’s Alpha, respectively. Data were analyzed descriptively and inferentially using SPSS/Windows. Findings showed that neuroticism had a  negative and significant effect on education and research performance. Openness to experience, agreeableness, and conscientiousness had positive and significant effects on research performance. Extraversion and agreeableness had positive and significant effects on education performance. Finally, results showed that agreeableness had the most effect on educational performance and neuroticism had the most effect on research performance.

  • Some Psychological Factors Related to Work Engagement in Teachers

    Author: Karel Paulík
    Institution: University of Ostrava
    Year of publication: 2020
    Source: Show
    Pages: 203-213
    DOI Address: https://doi.org/10.15804/tner.20.59.1.16
    PDF: tner/202001/tner5916.pdf

    This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents’ age, and several factors based on the teachers’ subjective evaluation of their work - including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers’ work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents’ Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.

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