The role of personality measures as predictors of job performance: Teacher sample<p>İş performansının öngörülmesinde kişilik ölçümünün rolü: Öğretmen örneği

Authors

Keywords:

Teachers, job performance, personality measure, group personality profile, Five Factor Model, Öğretmen, iş performansı, kişilik ölçümü, meslek grubu profili, Beş Faktör Kişilik Modeli

Abstract

The present study aims to examine the personality characteristics of teachers by five factor model of personality and to plot their personality profiles. The participants were 349 teachers, 241 women and 108 men, aged between 22-65. The data used to compare teachers with was a total of 3920 people, 1777 women, 2143 men aged between 18 and 79. The comparison of female teachers with the female comparison group showed that female teachers had lower average scores on the Emotional Lability and Self-Distrust dimensions and Emotional Instability factor, and had higher average score on Agreement, Sensitivity, Analytical Thinking, and Openness to Newness dimensions and Openness to Experience factor than the comparison group. Male teachers had lower average scores on Excitement Seeking dimension and higher scores on Analytical Thinking dimension than the comparison group.

Extended English summary is in the end of Full Text PDF (TURKISH) file.

 

Özet

Bu çalışmada öğretmenlerin beş faktör kişilik modeliyle kişilik özelliklerinin incelenmesi ve grup olarak profillerinin çıkarılması amaçlanmıştır. Çalışmaya 22-65 yaşları arasında 241 kadın, 108 erkek olmak üzere toplam 349 öğretmen katılmıştır. Bu çalışmada, öğretmenlerin verisini karşılaştırmak amacıyla 18-79 yaşları arasında 1777 kadın, 2143 erkek olmak üzere 3920 kişilik yetişkin verisi kullanılmıştır. Kadın öğretmenler, kadın karşılaştırma grubuyla karşılaştırıldığında Duygusal Değişkenlik, Kendine Güvensizlik boyutlarında ve Duygusal Tutarsızlık faktöründe daha düşük, Uzlaşma, Duyarlılık, Analitik Düşünme, Yeniliğe Açıklık boyutlarında ve Gelişime Açıklık faktöründe de daha yüksek puan ortalamasına sahiptirler. Erkek öğretmenlerin ise erkek karşılaştırma grubuyla karşılaştırıldığında sadece Heyecan Arama boyutunda daha düşük, Analitik Düşünme boyutunda da daha yüksek puan ortalamasına sahip oldukları görülmüştür.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Gaye Saltukoğlu, FSM Waqf University

Assoc. Prof., FSM Waqf University, Faculty of Literature, Department of Psychology

Arkun Tatar, The University of Texas at Austin

Asst. Prof.(Research Scholar), The University of Texas at Austin, College of Liberal Arts, Department of Psychology

References

Abraham, J. D., & Morrison, J. D. (2003). Validity study relationship between the performance perspectives inventory's conscientiousness scale and job performance of corporate security guards. Applied H. R. M. Research, 8(1), 45-48.

Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1-26.

Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: what do we know and where do we go next? International Journal of Selection and Assessment, 9(1-2), 9-30.

Blickle, G., Meurs, J. A., Wihler, A., Ewen, C., Merkl, R., & Missfeld, T. (2015). Extraversion and job performance: how context relevance and bandwidth specificity create a non-linear, positive, and asymptotic relationship. Journal of Vocational Behavior, 87, 80-88.

Borkenau, P., Hrebicková, M., Kuppens, P., Realo, A., & Allik, J. (2013). Sex differences in variability in personality: A study in four samples. Journal of Personality, 81(1), 49-60.

Bowers, N. D., & Soar, R. S. (1962). The influence of teacher personality on classroom interaction. The Journal of Experimental Education, 30(4), 309-311.

Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929-940.

Chiaburu, D. S., Oh, I. S., Berry, C. M., Li, N., & Gardner, R. G. (2011). The five-factor model of personality traits and organizational citizenship behaviors: a meta-analysis. Journal of Applied Psychology, 96(6), 1140-1166.

Colbert, A. E., Barrick, M. R., & Bradley, B. H. (2014). Personality and leadership composition in top management teams: Implications for organizational effectiveness. Personnel Psychology, 67(2), 351-387.

Conley, J. J. (1985). Longitudinal stability of personality traits: a multitrait-multimethod-multioccasion analysis. Journal of Personality and Social Psychology, 49(5), 1266-1282.

Costa, P. T., & McCrae, R. R. (1978). Age differences in personality structure revisited: studies in validity, stability, and change. The International Journal of Aging and Human Development, 8(4), 261-275.

Costa, P. T., & McCrae, R. R. (1988). Personality in adulthood: a six-year longitudinal study of self-reports and spouse ratings on the NEO Personality Inventory. Journal of Personality and Social Psychology, 54(5), 853-863.

Costa, P. T., & McCrae, R. R. (1995a). Domains and facets: hierarchical personality assessment using the Revised NEO Personality Inventory. Journal of Personality Assessment, 64(1), 21-50.

Costa, P. T., & McCrae, R. R. (1995b). Primary traits of Eysenck's PEN system: three-and five-factor solutions. Journal of Personality and Social Psychology, 69(2), 308-317.

Costa, P. T., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331.

De Fruty, F., & Mervielde, I. (1999). RIASEC types and big five traits as predictors of employment status and nature of employment. Personnel Psychology, 52(3), 701-727.

Deinert, A., Homan, A. C., Boer, D., Voelpel, S. C., & Gutermann, D. (2015). Transformational leadership sub-dimensions and their link to leaders' personality and performance. The Leadership Quarterly, 26(6), 1095-1120.

Digman, J. M. (1990). Personality structure: emergence of the five-factor model. Annual Review of Psychology, 41(1), 417-440.

Dodge, A. F. (1943). What are the personality traits of the successful teacher? Journal of Applied Psychology, 27(4), 325.

Erdheim, J., Wang, M., & Zickar, M. J. (2006). Linking the big five personality constructs to organizational commitment. Personality and Individual Differences, 41(5), 959-970.

Feingold, A. (1994). Gender differences in personality: a meta-analysis. Psychological Bulletin, 116(3), 429-456.

Fisher, D. L., & Kent, H. B. (1998). Associations between teacher personality and classroom environment. The Journal of Classroom Interaction, 33(1), 5-13.

Fisher, D. L., Fraser, B., & Kent, H. (1998). Relationships between teacher-student interpersonal behaviour and teacher personality. School Psychology International, 19(2), 99-119.

Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of Personality and Social Psychology, 59(6), 1216-1229.

Goldberg, L. R. (1992). The development of markers for the big-five factor structure. Psychological Assessment, 4(1), 26-42.

Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26-34.

Guba, E. G., & Getzels, J. W. (1955). Personality and teacher effectiveness: a problem in theoretical research. Journal of Educational Psychology, 46(6), 330-344.

Hogan, J., & Holland, B. (2003). Using theory to evaluate personality and job-performance relations: a socioanalytic perspective. Journal of Applied Psychology, 88(1), 100-112.

Johnson, J. A., & Ostendorf, F. (1993). Clarification of the five-factor model with the abridged big five dimensional circumplex. Journal of Personality and Social Psychology, 65(3), 563-576.

Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of Applied Psychology, 87(4), 797-807.

Judge, T. A., & Zapata, C. P. (2015). The person-situation debate revisited: effect of situation strength and trait activation on the validity of the Big Five personality traits in predicting job performance. Academy of Management Journal, 58(4), 1149-1179.

Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765-780.

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(3), 530-541.

Judge, T. A., Rodell, J. B., Klinger, R. L., Simon, L. S., & Crawford, E. R. (2013). Hierarchical representations of the five-factor model of personality in predicting job performance: integrating three organizing frameworks with two theoretical perspectives. Journal of Applied Psychology, 98(6), 875-925.

Karwowski, M. (2011). Teacher personality as predictor of perceived climate for creativity. International Journal of Creativity and Problem Solving, 21(1), 37-52.

Klassen, R. M., & Tze, V. M. (2014). Teachers' self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educational Research Review, 12, 59-76.

Labouvie-Vief, G., Diehl, M., Tarnowski, A., & Shen, J. (2000). Age differences in adult personality: findings from the United States and China. The Journals of Gerontology Series B, 55(1), 4-17.

MacDonald, K. (1995). Evolution, the five-factor model, and levels of personality. Journal of Personality, 63(3), 525-567.

Martin, N. K., Baldwin, B., & Yin, Z. (1995). Beliefs regarding classroom management style: relationships to particular teacher personality characteristics. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.

McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258-1265.

McCrae, R. R. (1993). Moderated analyses of longitudinal personality stability. Journal of Personality and Social Psychology, 65(3), 577-585.

McCrae, R. R. (2011). Personality theories for the 21st century. Teaching of Psychology, 38(3), 209-214.

McCrae, R. R., & Costa, P. T. (1985). Updating Norman's" adequacy taxonomy": intelligence and personality dimensions in natural language and in questionnaires. Journal of Personality and Social Psychology, 49(3), 710-721.

McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90.

McCrae, R. R., & Costa, P. T. (1988). Recalled parent-child relations and adult personality. Journal of Personality, 56(2), 417-434.

McCrae, R. R., & Costa, P. T. (1989a). Reinterpreting the Myers-Briggs type indicator from the perspective of the five-factor model of personality. Journal of Personality, 57(1), 17-40.

McCrae, R. R., & Costa, P. T. (1989b). Rotation to maximize the construct validity of factors in the NEO Personality Inventory. Multivariate Behavioral Research, 24(1), 107-124.

McCrae, R. R., & Costa, P. T. (1989c). The structure of interpersonal traits: Wiggins's circumplex and the five-factor model. Journal of Personality and Social Psychology, 56(4), 586-595.

McCrae, R. R., & Costa, P. T. (1991). Response to dolliver. Journal of Counseling and Development, 69(4), 375-376.

McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509-516.

McCrae, R. R., & John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of Personality, 60(2), 175-215.

McCrae, R. R., Costa, P. T., de Lima, M. P., Simões, A., Ostendorf, F., Angleitner, A., et al. (1999). Age differences in personality across the adult life span: parallels in five cultures. Developmental Psychology, 35(2), 466-477.

McCrae, R. R., Costa, P. T., Del Pilar, G. H., Rolland, J.-P., & Parker, W. D. (1998). Cross-cultural assessment of the five-factor model the revised NEO personality inventory. Journal of Cross-Cultural Psychology, 29(1), 171-188.

McCrae, R. R., Costa, P. T., Urbánek, T., Martin, T. A., Oryol, V. E., Rukavishnikov, A. A., et al. (2004). Age differences in personality traits across cultures: self-report and observer perspectives. European Journal of Personality, 18(2), 143-157.

McFatter, R. M. (1994). Interactions in predicting mood from extraversion and neuroticism. Journal of Personality and Social Psychology, 66(3), 570-578.

Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60(4), 995-1027.

Paunonen, S. V., Jackson, D. N., Trzebinski, J., & Forsterling, F. (1992). Personality structure across cultures: a multimethod evaluation. Journal of Personality and Social Psychology, 62(3), 447-456.

Peabody, D., & Goldberg, L. R. (1989). Some determinants of factor structures from personality-trait descriptors. Journal of Personality and Social Psychology, 57(3), 552-567.

Peeters, M. A., Tuijl, H. F., Rutte, C. G., & Reymen, I. M. (2006). Personality and team performance: a meta-analysis. European Journal of Personality, 20(5), 377-396.

Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171-178.

Pishghadam, R., & Sahebjam, S. (2012). Personality and emotional intelligence in teacher burnout. The Spanish Journal of Psychology, 15(1), 227-236.

Ramesh, P., Reddy, K. M., Rao, R. V. S., Dhandapani, A., Siva, G. S., & Ramakrishna, A. (2017). Academic achievement and personality traits of faculty members of Indian agricultural universities: their effect on teaching and research performance. The Journal of Agricultural Education and Extension, 23(1), 79-94.

Reichl, C., Wach, F.-S., Spinath, F. M., Brünken, R., & Karbach, J. (2014). Burnout risk among first-year teacher students: the roles of personality and motivation. Journal of Vocational Behavior, 85(1), 85-92.

Rosse, J. G., Stecher, M. D., Miller, J. L., & Levin, R. A. (1998). The impact of response distortion on preemployment personality testing and hiring decisions. Journal of Applied Psychology, 83(4), 634-644.

Rothmann, S., & Coetzer, E. (2003). The big five personality dimensions and job performance. SA Journal of Industrial Psychology, 29(1), 68-74.

Rushton, S., Morgan, J., & Richard, M. (2007). Teacher's Myers-Briggs personality profiles: identifying effective teacher personality traits. Teaching and Teacher Education, 23(4), 432-441.

Ryan, J. J., Bartels, J. M., & Kreiner, D. S. (2008). Temperament and character differences in police academy recruits: a pilot study. Individual Differences Research, 6(3), 203-210.

Salgado, J. F. (1997). The five factor model of personality and job performance in the European Community. Journal of Applied Psychology, 82(1), 30-43.

Saucier, G., & Ostendorf, F. (1999). Hierarchical subcomponents of the big five personality factors: a cross-language replication. Journal of Personality and Social Psychology, 76(4), 613-627.

Schmitt, D. P., Realo, A., Voracek, M., & Allik, J. (2008). Why can't a man be more like a woman? sex differences in big five personality traits across 55 cultures. Journal of Personality and Social Psychology, 94(1), 168-182.

Schubert, D. (1978). Teacher personality and children's reading. Reading Improvement, 15(1), 74-77.

Sears, S. J., Kennedy, J. J., & Kaye, G. L. (1997). Myers-Briggs personality profiles of prospective educators. The Journal of Educational Research, 90(4), 195-202.

Seltzer, B., Ones, D., & Tatar, A. (2017). Using personality facets to understand the nature of personality-satisfaction relationships: findings from meta-analytic bi-factor latent modeling. Career Development International, 22(5), 477-506.

Skyrme, P., Wilkinson, L., Abraham, J. D., & Morrison, J. D. (2005). Using personality to predict outbound call center job performance. Applied H. R. M. Research, 10(2), 89-98.

Soldan, P. W. (1980). Personality characteristics of teachers of behavior disordered children. Behavioral Disorders, 6(6), 59-61.

Somer, O., Korkmaz, M., & Tatar, A. (2002). Beş Faktör Kişilik Envanteri'nin geliştirilmesi-I: ölçek ve alt ölçeklerin oluşturulması. Türk Psikoloji Dergisi, 17(49), 21-33.

Somer, O., Korkmaz, M., & Tatar, A. (2004). Kuramdan uygulamaya beş faktör kişilik modeli ve Beş Faktör Kişilik Envanteri (5FKE). İzmir: Ege Üniversitesi Basımevi.

Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2011). Age differences in personality traits from 10 to 65: big five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100(2), 330.

Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.

Symonds, P. M. (1947). Personality of the teacher. The Journal of Educational Research, 40(9), 652-661.

Symonds, P. M. (1954). Teaching as a function of the teacher's personality. Journal of Teacher Education, 5(1), 79-83.

Tahir, A. A., & Shah, A. F. (2012). Relationship of students' perceptions about teacher's personality with academic achievement of students. Journal of Educational Research, 15(2), 5.

Tanner, W. C. (1954). Personality bases in teacher selection. Phi Delta Kappan, 271-277.

Templer, K. J. (2012). Five-factor model of personality and job satisfaction: the importance of agreeableness in a tight and collectivistic Asian society. Applied Psychology, 61(1), 114-129.

Trapnell, P. D., & Wiggins, J. S. (1990). Extension of the interpersonal adjective scales to include the big five dimensions of personality. Journal of Personality and Social Psychology, 59(4), 781-790.

Truxillo, D. M., McCune, E. A., Bertolino, M., & Fraccaroli, F. (2012). Perceptions of older versus younger workers in terms of big five facets, proactive personality, cognitive ability, and job performance. Journal of Applied Social Psychology, 42(11), 2607-2639.

Tyler, F. T. (1960). Teachers personalities and teaching competencies. The School Review, 429-449.

Victor, J. B. (1976). Relation between teacher belief and teacher personality in four samples of teacher trainees. The Journal of Experimental Education, 45(1), 4-9.

Wihler, A., Meurs, J. A., Wiesmann, D., Troll, L., & Blickle, G. (2017). Extraversion and adaptive performance: integrating trait activation and socioanalytic personality theories at work. Personality and Individual Differences, 116, 133-138.

Wright, P. M., Kacmar, K. M., McMahan, G. C., & Deleeuw, K. (1995). P= f (MXA): cognitive ability as a moderator of the relationship between personality and job performance. Journal of Management, 21(6), 1129-1139.

Yang, C. L., & Hwang, M. (2014). Personality traits and simultaneous reciprocal influences between job performance and job satisfaction. Chinese Management Studies, 8(1), 6-26.

York, K. L., & John, O. P. (1992). The four faces of eve: a typological analysis of women's personality at midlife. Journal of Personality and Social Psychology, 63(3), 494-508.

Zhang, L. (2007). Do personality traits make a difference in teaching styles among Chinese high school teachers? Personality and Individual Differences, 43(4), 669-679.

Zhao, H., & Seibert, S. E. (2006). The big five personality dimensions and entrepreneurial status: a meta-analytical review. Journal of Applied Psychology, 91(2), 259-271.

Zhao, H., Seibert, S. E., & Lumpkin, G. T. (2010). The relationship of personality to entrepreneurial intentions and performance: a meta-analytic review. Journal of Management, 36(2), 381-404.

Downloads

Published

2018-03-31

How to Cite

Saltukoğlu, G., & Tatar, A. (2018). The role of personality measures as predictors of job performance: Teacher sample&lt;p&gt;İş performansının öngörülmesinde kişilik ölçümünün rolü: Öğretmen örneği. Journal of Human Sciences, 15(1), 619–634. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/4392

Issue

Section

Psychology