The Effect of Personality on Job Satisfaction among Teacher Professionals

Aim of this current study is to investigate  how 
the personality of the teacher professionals   effect on their job satisfaction. In
education teachers are the most significant and effective  professions. Teaching being a noble
profession, teachers can be considered as the 
pillars of the society as they lay the firm foundation for the future
development of students. The present study will be looking in to personality’s
effect on the job satisfaction among preschool teachers, secondary school
teachers and university lecturers. The study will be investigating the
relationship between personality traits and the job satisfaction. And also
whether up to which extent the teaching professional have the personality
traits. It will also examine the relationship between teachers’ characteristics
and their personality traits. This specific study would be an exploratory study
with appropriate sample.  Many research have been done on teachers’
personalities, and job satisfaction and past literature suggests a
positive relationship between personality and job satisfaction. Yet not
many research have been conducted with secondary school teachers and university
lecturers together, also how these factors differ among teaching professionals
especially in Sri Lankan context making the present study an exploratory study.
This present study will also aid greatly in future when recruiting teachers and
providing enhancement programs in Sri Lanka.

1. Judge, T. A., Heller, D. & Mount, M. K 2002
“Five-Factor Model of Personality and Job Satisfaction: A Meta-Analysis” Journal of Applied Psychology. 87.
530-541

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This meta-analysis study was conducted in order to gather
an overall idea of traits linking the five-factor model of personality together
with job satisfaction. In order to conduct this study the researchers used
almost 1277 abstracts of articles with the help of Psych Info data base. Out of
this 737 articles were obtained and identified to be articles linking job
satisfaction with personality.  The results of this meta-analytic study
produced the results that Neuroticism (p=-0.29)
to have the strongest negative correlation with job satisfaction followed by
Conscientiousness (p= .26).
 Meta- analytic studies always have the ability to produce results that
are highly reliable due to the results being a combination and comparison with
studies done through a large period of time (1887-2000) and also with a large
number of participants and findings.  Though the present study will only
be using teachers and lecturers as participants, the findings of this study
would be able to pave the way to what may be expected from the present study.
Though this study holds a high reliability most meta-analytic studies suffer
from limited ecological validity due to having many different samples and
therefore having discrepancies of inclusion and exclusion criteria.

 

2. Pandey, N.S. and Kavitha, M. (2015) ‘Relationship
between Big Five Personality and Job Satisfaction of private high school
teachers, in debauchery region: an empirical analysis’. International Journal of Economics and Social Sciences.  5
(8); 245-253

This study was conducted using a sample of 200 private high
school teachers in order to explore a relationship of their big five
personality together with their job satisfaction. The majority of the sample
included female teachers and the sample was selected through a convenient sampling
method.  With the use of the Big five inventory and Teachers Sense of
Efficacy the studies’ results suggested that a significant relationship was
seen between job satisfaction and extroversion, agreeableness and
conscientiousness.  A negative relationship was concluded between job
satisfaction and neuroticism.   It was also seen that openness and
job satisfaction had no significant relationship within this sample of private
high school teachers. The present study will be conducted in order to identify
whether this same relationship or a different relationship will be seen in Sri
Lankan teachers. Yet unlike this study conducted in India, the present study
will have a comparison between three categories of teachers in order to
understand if the levels of teaching professions have an effect on the
relationship between personality and job satisfaction.

 

3. Vorkapic, S.T. (2013) ‘Importance of students’
personality traits for their future work with preschool children’.  Metodi?ki obzori.  2(8); 35-46.

Through the identification of the importance personality
traits ability to have a strong significant effect on the quality of
educational work with children, this study  aimed to analyze the
personality traits of future preschool teachers. The study was conducted using
64 students who were already enrolled in an Early and Preschool Care and
Education study program. The students were assessed with the Big Five Inventory
and the results suggested the sample had higher levels of extraversion,
agreeableness and openness and very low levels of neuroticism.  The sample
consisted of students from the first year and the second year and age ranges
from 19 to 23 yet neither the generation nor age showed any significant
correlation with their personality traits. This study helped the present study
into understanding which types of personality traits are more popular within
preschool teachers.   This study identifies the importance of
identifying the personality traits of teachers prior to appointing them to take
care and educate the younger generations.

 

4. Kappagoda, U. (2013) ‘The Relationship between
principals’ Emotional Intelligence and Teachers’ Job Satisfaction: A Case of
National School in Sri Lanka’

With the emerging number of research being conducted in Sri
Lanka a study done in 2013 in Sri Lanka assessed to explore the relationship between
the emotional intelligence of principals together with the job satisfaction of
teachers.  A sample of 50 principals and 200 teachers who were employed in
national schools were selected through a convenient sampling method.  The
researcher selected one principal and four teachers who worked under that
principal.  The majority of the principals were male whereas the majority
of the teachers were females. The results showed the emotional intelligence of
principals to have a high positive relationship with the job satisfaction of
teachers. The study concluded the importance of emotional intelligence in
leadership in order to improve job satisfaction. As this study concentrated
mainly on male teachers, the present study has its focus mainly on female
teacher professionals in order to touch into a more balanced idea about the Sri
Lankan education system.

 

5. Ngimbudzi, F.W. (2009) ‘Job Satisfaction among secondary
school teachers in Tanzania: The Case of Njombe District’.

The study aimed at exploring and identifying factors that
were associated with the job satisfaction of secondary school teachers.  A
sample of 162 secondary school teachers were selected for this study. When
explored under different categories of job satisfaction the study’s findings
suggested the teachers to be satisfied when referring to aspects of social
benefits and meaningfulness of the job and support from administration yet they
indicated to be least satisfied with aspects that were under job
characteristics dimension.  The results furthermore suggested that age,
gender, school location and school type had a signification relationship with
the teachers’ job satisfaction yet their marital status, teaching experience,
teaching type and promotional position showed no such significant relationship
when assess with all five core dimensions of job satisfaction. This helped the
present study to also focus more towards the dependent variable of job
satisfaction rather than going too into depth into factors such as age, gender,
marital status, etc.

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