Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

Frontiers in Psychology

article

Crenguța Mihaela Macovei¹  Ștefania Bumbuc¹  Fabiana Martinescu-Bădălan¹ 

[1] Department of Applied Social Sciences and Humanities

关键词: Teacher subjective wellbeing;    Personality;    Role ambiguity;    Relational competence;    University teachers;   

DOI  :  10.3389/fpsyg.2022.1106892

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers’ work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness and also for teacher subjective wellbeing.

【 授权许可】

CC BY