RESEARCH PAPER
Exploring personality traits and well-being among pre-school and primary school teachers in Croatia
| 1 | Faculty of Teacher Education, University of Rijeka, Croatia |
| 2 | Kindergarten “Matulji”, Matulji, Croatia |
Submission date: 2016-05-03
Final revision date: 2016-11-19
Acceptance date: 2017-01-21
Online publication date: 2017-02-10
Publication date: 2017-03-31
Current Issues in Personality Psychology 2017;5(1):21–31
KEYWORDS
well-beingpersonality traitsprimary school teacherspre-schoolpre-school and primary school teachersCroatia
TOPICS
ABSTRACT
Background
Pre-school and primary school teachers are directly involved in the education of children. In addition to teachers’ competences, the quality of their work is significantly influenced by their psychological well-being. It is therefore important to focus on their well-being as well as on personality traits they have. The main objective of this study was to examine the relationship between life satisfaction, happiness, optimism and personality traits of pre-school and primary school teachers in Croatia.
Participants and procedure
The study was conducted on a sample of 103 pre-school teachers and 117 primary school teachers who completed self-evaluated scales on personality traits, life satisfaction, happiness and optimism.
Results
The results demonstrated high levels of all personality traits in both samples. High levels of life satisfaction were positively associated with happiness and optimism. Personality traits were also positively associated with life satisfaction, happiness and optimism. There were no differences in life satisfaction, happiness, optimism or personality traits between pre-school and primary school teachers, except for openness to experience being higher in pre-school teachers. Emotional stability was a significant predictor of teachers’ well-being.
Conclusions
The results have significant implications for improvement of teaching practice at primary school and pre-school levels. The findings highlight the importance of teachers’ personality traits and their well-being for the quality of their work with children.
Pre-school and primary school teachers are directly involved in the education of children. In addition to teachers’ competences, the quality of their work is significantly influenced by their psychological well-being. It is therefore important to focus on their well-being as well as on personality traits they have. The main objective of this study was to examine the relationship between life satisfaction, happiness, optimism and personality traits of pre-school and primary school teachers in Croatia.
Participants and procedure
The study was conducted on a sample of 103 pre-school teachers and 117 primary school teachers who completed self-evaluated scales on personality traits, life satisfaction, happiness and optimism.
Results
The results demonstrated high levels of all personality traits in both samples. High levels of life satisfaction were positively associated with happiness and optimism. Personality traits were also positively associated with life satisfaction, happiness and optimism. There were no differences in life satisfaction, happiness, optimism or personality traits between pre-school and primary school teachers, except for openness to experience being higher in pre-school teachers. Emotional stability was a significant predictor of teachers’ well-being.
Conclusions
The results have significant implications for improvement of teaching practice at primary school and pre-school levels. The findings highlight the importance of teachers’ personality traits and their well-being for the quality of their work with children.
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