评估学校管理人员的人格特质:大五人格视角

Zeytun Yıldırım, S. Göksoy
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摘要

本研究旨在从五大人格理论特征的角度评估学校管理者的人格特征。通过研究,为教育系统带来积极的变化。它旨在为制定有效的方法以发展和改善学校管理者的人格特质提供指导。根据性别、专业资历、学校资历和教育水平等变量,研究了学校管理者的五因素人格特质。本研究采用了定量研究模式之一的调查模式。调查于 2022-2023 学年在萨卡里亚省 Hendek 地区进行,参加者包括在所有公立小学、中学和高中工作的校长和副校长。84 名学校行政人员参与了研究。研究中使用了 "五因素人格量表"。研究结果表明,学校行政人员对自己的人格特质持 "部分同意 "的积极看法。研究结果表明,学校行政人员的个性特征在性别变量和专业资历变量方面没有差异;据观察,资历在 20 年或 20 年以上的学校行政人员具有更高的 "责任感"。从学校工龄变量来看,工龄在 7 年或 7 年以上的学校行政管理人员的 "责任 "水平高于工龄在 1-3 年和 4-6 年的学校行政管理人员。从教育水平变量来看,人格特质与教育水平之间没有发现显著差异。结论是,学校行政人员的五大人格子维度:外向性、责任感、合意性和开放性之间存在积极、适度和显著的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessing Personality Traits of School Administrators: A Big Five Perspective
This research aims to evaluate the personality characteristics of school administrators in terms of the big five personality theory characteristics. With research, in order to bring about positive changes in the education system. It aims to provide guidance on developing effective methods for the development and improvement of school administrators' personality traits. Five factor personality traits of school administrators were examined according to variables such as gender, professional seniority, seniority at school and education level. In this research, the survey model, one of the quantitative research models, was used. It was held in the 2022-2023 academic year in Sakarya province Hendek district with the participation of school principals and deputy principals working at all public primary, secondary and high school levels. 84 school administrators participated in the research. “Five Factor Personality Scale” was used in the research. As a result of the research, it was concluded that school administrators perceived themselves positively at the level of "partially agree" with their personality traits. According to the results of the research, the personality characteristics of school administrators do not differ according to gender variable, and in terms of professional seniority variable; It has been observed that school administrators with 20 years or more of seniority have higher "responsibilities". When looked at in terms of the seniority variable at school, it has been observed that school administrators with 7 years or more of seniority have higher "responsibility" levels than school administrators with 1-3 years and 4-6 years of seniority. When looked at in terms of the education level variable, no significant difference was found between personality traits and education level. It was concluded that there is a positive, moderate, and significant relationship between the big five personality sub-dimensions of school administrators: extraversion, responsibility, agreeableness and openness.
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