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Teachers’ self‐efficacy and job stress: Mediating role of personality traits

Poster · July 2018

DOI: 10.13140/RG.2.2.32921.11368

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Ilija Milovanović Jasmina Pekić

University of Novi Sad University of Novi Sad
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Selka Sadiković
University of Novi Sad
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 TEACHERS’ SELF-EFFICACY AND JOB STRESS: MEDIATING ROLE OF
PERSONALITY TRAITS

Ilija 1
Milovanović , Jasmina Pekić & Selka Sadiković
Department of Psychology, Faculty of Philosophy, University of Novi Sad

INTRODUCTION RESULTS
Teachers’ self-efficacy is negatively
related to job stress and perception of MULTIPLE
stressors in the school environment, but MEDIATION EXTRAVERSION
some recent findings suggest that there are
ANALYSIS
important variables that mediate in those
relations, such as the characteristics of
theachers' personality. Personality traits CONSCIENTIOUSNESS
can be considered as vulnerability or
protection factors, which depends on
whether increase or decrease the negative
contribution of self-efficacy to work stress.
Although we can assume that OPENNESS
Conscientiousness, Agreeablenes and
Extraversion are protective, and
Neuroticism and Aggressiveness are
vulnerability factors, there are still some
doubts about the role of Openness. c = -.21**
SELF-EFFICACY JOB STRESS
AIM OF THE STUDY c' = -.23*
The aim of this research was to examine
the mediating role of personality traits in
relationship between self-efficacy and job
stress of teachers in secondary school.
NEUROTICISM
SAMPLE
Data were colected on a sample of 202 AGREEABLENESS
teachers (63% female; mean age = 40.07
years) from secondary schools in Serbia * p < .05. ** p < .01.

INSTRUMENTS
1. Big Five Inventory (BFI-44; John &
Srivastava, 1999), designed to measure the
big five personality traits: EXTRAVERSION
(α = .78), OPENNESS (α = .68),
NEUROTICISM (α = .85), AGREEABLENESS
(α = .80), and CONSCIENTIOUSNESS (α =
.80);
2. Unidimensional Teacher Self-Efficacy
Scale (TSES; Klassen & Chiu, 2010),
designed to evaluate the teacher’s efficacy
at work (α = .79);
3. Teacher Stress Scale (TSS; Klassen &
Chiu, 2010) which intended to measure the
overall job stress at school (α = .85).
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CONCLUSION
It seems that timely and conscientious execution of obligations,
as well as the tendency towards exposure to stimulus situations, make
teachers less susceptible to stress at work. Constant positive self-
affirmation in the work environment, and the awareness that the work
is done in an adequate manner, represent a protective factors for the
occurrence of stress at work.
On the other hand, openness for new experiences is a personality
trait that additionally increases stress at work. Openness seems to be
a disposition for seeking maybe unusual experiences that can
negatively affect productivity, success, and consequently contribute to
increased work stress, especially in traditional school systems that are
dominant in Serbia.
Future research should be focused on a more detailed insight
into the negative contribution of Openness to specific work-stress
constraints, as well as to give a closer look at non-significant role of
Neuroticism in relation between teachers' self-efficacy and job stress.
1ilijamilovanovic@ff.uns.ac.rs