Personality as a Predictor of Teachers' Self-Efficacy and Leadership
Keywords:
Teacher, Primary school, Self-efficacy , Leadership, Personality
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
The role of the educator is characterised not only by their training and experience, but also by their personality, which could be a determining factor in the way in which they approach their educational work and the way in which teachers relate to their students. For this reason, the present study proposes to relate personality with self-efficacy and leadership style in a sample of 110 primary school teachers in southern Spain. These teachers (42 men and 68 women), aged between 26 and 63 years, completed the Tschannen-Moran and Woolfolk-Hoy Sense of Teacher Efficacy Scale, the Pfeiffer and Jones Leadership Questionnaire, and the NEO-PI-R personality inventory. The results show gender differences for some of the personality factors measured, as well as relationships between teachers' personality, self-efficacy and leadership styles: for example, responsibility and sense of duty correlate positively with all three self-efficacy variables. Furthermore, regression analysis yields models able to predict 26.1% of the variance for person-centred leadership, 30.4% for task-centred leadership, 37.6% for effectiveness in student engagement, 39.8% for effectiveness in instructional strategies and 18.5% for effectiveness in classroom management. Finally, the need to foster teaching competences and achieve effective teaching is discussed.
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