The relationship between the vocational teachers’ personality traits and the work motivation | Zendy

Kristina Kovalčikienė | Zendy; Giedrė Genevičiūtė-Jaė | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

The relationship between the vocational teachers’ personality traits and the work motivation

Author(s) -

Kristina Kovalčikienė,

Giedrė Genevičiūtė-Jaė

Publication year - 2018

Publication title -

international journal of psychology a biopsychosocial approach

Language(s) - English

Resource type - Journals

eISSN - 1941-7233

pISSN - 2345-024X

DOI - 10.7220/2345-024x.22.7

Subject(s) - agreeableness , conscientiousness , psychology , big five personality traits , vocational education , extraversion and introversion , personality , neuroticism , openness to experience , hierarchical structure of the big five , social psychology , work motivation , developmental psychology , work (physics) , pedagogy , mechanical engineering , engineering

Background: Nowadays, as a means of supplying the market with a highly qualified workforce, vocational teachers play a significant role in Lithuania’s educational system. It is assumed that the most important factor determining the quality of education is the teacher. Undoubtedly, the vocational teacher’s personality traits and their work motivation are considered to be important components of a successful educational process. Aim: this study was carried out in order to detect the relationship between the vocational teachers’ personality traits and their work motivation. Method: The personality traits were evaluated using the Big Five Inventory (BFI; John et al., 1991, 2008) while the work motivation was assessed by employment of the Multidimensional Work Motivation Scale (MWMS; Gagne et al., 2015). 364 teachers from various Lithuania’s vocational schools participated in the research (243 of them were women, 93 men, while 10 did not specify their gender). Results: The study revealed that a greater expression of neuroticism correlated with an increase of the teachers’ motivation (p < .01), extrinsic (social and material) regulation (p < .01) and introjected regulation (p < .05), although the identified regulation (p < .05) and intrinsic motivation (p < .01) were observed to decrease. Meanwhile, with the increase of the teachers’ expression of extraversion, agreeableness and conscientiousness, intrinsic motivation (p < .01) and identified regulation (p < .01) heightened, and the extrinsic (material) motivation decreased (in case of extraversion and agreeableness – p < .01, in case of conscientiousness and openness to experience – p < .05). Moreover, the differences of work motivation noticed among various personality profiles were added to the results of the research. In comparison to the teachers with low levels of neuroticism, the teachers with higher neuroticism levels were more likely to experience extrinsic (material) regulation (p < .001) and amotivation (p < .001). While the teachers with

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research