The teachers' personality factors on classroom conflict management
Abstract
The study aimed to understand the predictive impact of the five factors of teachers' personalities (neuroticism, extroversion, openness to experience, agreeableness, and responsibility) on conflict management in the classroom. The variables of gender, service time and academic training of teachers were also studied when they were related to personality dimensions. The NEO-Five Factors Inventory, the Rahim-II Organizational Conflict Inventory -Portuguese Version in the School Context, and a personal and professional data sheet were used as instruments, in a sample of 659 basic education teachers in Portuguese schools. Using a structural equation model, the results showed an association between all the variables under study. Neuroticism and responsibility are the best predictors of conflict management. The female gender is the one that presents the best results in all dimensions of personality. Teachers with more academic training showed less neuroticism, but were more extroverted, open to experience, agreeable, and responsible, and those with more seniority showed less neuroticism, extraversion, openness to experience, and agreeable. These results will constitute a mobilizing engine of more substantive pedagogical practices for the advancement of education.
Downloads
References
Almost, J., Wolff, A. C., Stewart-Pyne, A., McCormick, L. G., Strachan, D., & D’Souza, C. (2016). Managing and mitigating conflict in healthcare teams: an integrative review. J. Adv. Nurs. 72, 1490–1505. https://doi.org/10.1111/jan.12903
Arbuckle, J. L. (2016). IBM SPSS Amos 24 user’s guide. Smallwaters Corporation. Barry, B., & Friedman, R. A. (1998). Bargainer characteristics in distributive and integrative negotiation. Journal of Personality and Social Psychology, 74(2), 345-359. https://doi.org/10.1037/0022-3514.74.2.345
Ayachit, D. & Natarajan, N. K. (2014). Exploring the relationship between personality and conflict resolution style of future managers. Journal of General Management Research, 1(1), 65–76.
Barry, B., & Friedman, R. A. (1998). Bargainer characteristics in distributive and integrative negotiation. Journal of Personality and Social Psychology, 74(2), 345-359. https://doi.org/10.1037/0022-3514.74.2.345
Baykal, E. (2019). Handbook of Research on Positive Organizational Behavior for Improved Workplace Performance. Hershey, PA, USA: IGI Global.
Bertoquini, V. & Ribeiro, J. L. P. (2006). Estudo de formas muito reduzidas do Modelo dos Cinco Factores da Personalidade. Psychologica, 43, 193- 210.
Bergner, R. (2020). What is personality? Two myths and a definition. New Ideas in Psychology, 57, Article 100759. https://doi.org/10.1016/j.newideapsych.2019.1 00759
Brandt, N., Lechner, C., Tetzner, J., & Rammstedt, B. (2019). Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality, 87(1), 1-17. https://doi.org/10.1111/jopy.12482
Chamorro-Premuzic, T., & Furnham, A. (2006). Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10(3), 251-267.
Colliver, J. (2007). Effect-size measures and research in developmental and behavioral pediatrics. Journal of Developmental & Behavioral Pediatrics, 28(2), 145-150. https://doi:101097/DBP.0b013e318045beee
Costa, P., & McCrae, R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.
Costa, P. T., & McCrae, R. R. (2008). The Revised NEO Personality Inventory (NEO-PI-R) [El Inventario de Personalidad NEO Revisado (NEO-PI-R)]. In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The SAGE handbook of personality theory and assessment, Vol. 2. Personality measurement and testing (179–198). Sage Publications, Inc. https://doi.org/10.4135/9781849200479.n9
Costa, P., Terracciano, A., & McCrae, R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81, 322-331.
Cunha, P., Monteiro, A. P., & Lourenço, A. A. (2016). Clima de escola e táticas de gestão de conflito. Estudo quantitativo com estudantes portugueses. Revista CES de Psicología, 9(2), 1-11. http://dx.doi.org/10.21615/cesp.9.2.1
Cyniak-Cieciura, M., Popiel, A., Kendall-Tackett, K., & Zawadzki, B. (2021). Neuroticism and PTSD Symptoms: Gender Moderates the Mediating Effect of Peritraumatic Emotions and Dissociation. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. http://dx.doi.org/10.1037/tra0001065
Delatorre M. Z., Wagner A., Bedin L. M. (2021). Dyadic relationships between personality, social support, conflict resolution, and marital quality. Personal Relationships, 29(1), 199–216. https://doi.org/10.1111/pere.12410
Ferguson, C. J. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. https://doi.org/10.1037/a001580
Finney, S. & DiStefano, C. (2013). Nonnormal and categorical data in structural equation models [Datos no normales y categóricos en modelos de ecuaciones estructurales]. In G. R. Hancock & R. O. Mueller (Ed.), A second course in structural equation modeling, (439–492). Publisher: Information Age.
Graziano, W. G., & Eisenberg, N. (1997). Agreeableness: A dimension of personality [Amabilidad: una dimensión de la personalidad]. In R. Hogan, J. A. Johnson, & S. R. Briggs (Eds.), Handbook of personality psychology (795–824). Academic Press. https://doi.org/10.1016/B978-012134645-4/50031-7
Hoelter, J. W. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods and Research, 11, 325–344. https://doi:10.1177/0049124183011003003
Hojat, M., & Xu, G. (2004). A visitor's guide to effect sizes: Statistical significance versus practical (clinical) importance of research findings. Advances in Health Sciences Education Theory and Practice, 9(3), 241-249.
Hopwood, C. J., Wright, A. G., & Bleidorn, W. (2022). Person–environment transactions differentiate personality and psychopathology. Nature Reviews Psychology, 1(1), 55–63. https://doi.org/10.1038/s44159-021- 00004-0
Jaušovec, N. & Jaušovec, K. (2007). Personality, gender and brain oscillations. International Journal of Psychophysiology, 66(3), 215-224.
Jensen-Campbell, L. A., & Graziano, W. G. (2001). Agreeableness as a moderator of interpersonal conflict. Journal of Personality, 69(2), 323-362.
John, O. P., Robins, R. W., & Pervin, L. A. (2008). Handbook of Personality: Theory and Research (3rd ed.). N. Y.: Guilford Press.
Lawrence, W. K. (2015). Learning and personality: The experience of introverted reflective learners in a world of extroverts. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Lima, M. (1997). NEO-PI-R: Contextos teóricos e psicométricos: “OCEAN” ou “iceberg”? [Dissertação de Doutoramento, Universidade de Coimbra]. Reposiório da Faculdade de Psicologia e Ciências da Educação da Universidade de Coimbra. https://estudogeral.sib.uc.pt/handle/10316/1006
Lourenço, A. A., & Paiva, M. O. A. (2004). Negociação de conflitos em contexto escolar. Psicologia, Educação e Cultura, 8(1), 121-140.
Lowe, B., Winzar, H., & Ward, S. (2007). Essentials of SPSS for Windows versions 14 & 15: A business approach. South Melbourne, Victoria: Thomson Learning Australia.
Luan, Z., Poorthuis, A., Hutteman, R., Denissen, J., Asendorpf, J., & van Aken, M. (2017). Unique predictive power of other‐rated personality: An 18‐year longitudinal study. Journal of Personality, 87, 532-545. https://doi.org/10.1111/jopy.12413
Magalhães, E., Salgueira, A., Gonzalez, A-J., Costa, J. J., Costa, M. J., Costa, P., & Lima, M. P. (2014). NEO-FFI: Psychometric Properties of a Short Personality Inventory in Portuguese Context. Psicologia Reflexão e Crítica, 27(4), 642-657.
Marôco, J. (2018). Análise estatística com o SPSS statistics, (7ª edição). Pêro Pinheiro: ReportNumber.
Martin, P., da Rosa, G., Siegler, I. C., Davey, A., MacDonald, M., & Poon, L. W. (2006). Personality and longevity: Findings from the Georgia centenarian study. AGE, 28(4), 343-352.
Martins, A. M. & Machado, C. (2016). Gestão escolar, situações de conflito e violência: Campo de tensão em escolas públicas. Educar em Revista, 59, 157-173.
McCrae, R., & Costa, P. (1997). Personality trait structure as a human universal. American Psychologist, 52, 509–516.
McCrae, R. R., & Costa, P. T., Jr. (1999). A Five-Factor theory of personality [Una teoría de la personalidad de cinco factores]. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (139-153). Guilford Press.
McCrae, R. R., & Costa, P. T., Jr. (2008). The five-factor theory of personality. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 159–181). The Guilford Press.
McCrae, R., Costa, P., Lima, M. P., Simões, A., Ostendorf, F., Angleitner, A., Marusić, I., Bratko, D., Caprara, G. V., Barbaraneli, C., Chaae, J. H. & Piedmont, R. (1999a). Age differences in personality across the adult life span: Parallels in five L. cultures. Developmental Psychology, 35(2), 466-477.
McCrae, R., & Costa, P. (2004). A contemplated revision of the NEO Five-Factor Inventory. Personality and Individual Differences, 36(3), 587-596. https://doi:10.1016/S0191-8869(03)00118-1
McCrae, R., Terracciano, A., & Personality Profiles of Cultures Project (2005). Universal features of personality traits from the observer’s perspective: Data from 50 cultures. Journal of Personality and Social Psychology, 88, 547-561.
McLean, K. C., Dunlap, D., Jennings, S. C., Litvitskiy, N. S., & Lilgendahl, J. P. (2021). Stability and change in autobiographical reasoning: A four-year longitudinal study of narrative identity development. Journal of Personality. https://doi.org/10/gmvcvp
Moberg, P. J. (2001). Linking conflict strategy to the five‐factor model: theoretical and empirical foundations. International Journal of Conflict Management,12(1), 47-68. https://doi.org/10.1108/eb022849
Mõttus, R., Kandler, C., Bleidorn, W., Riemann, R., & McCrae, R. R. (2017). Personality traits below facets: The consensual validity, longitudinal stability, heritability, and utility of personality nuances. Journal of Personality and Social Psychology, 112(3), 474–490. https://doi.org/10.1037/pspp0000100
Pérez-de-Guzmán, M. V., Vargas, M., & Amador Munõz, L. V. (2011). Resolución de conflictos en las aulas: un análisis desde la investigación-acción. Pedagog. Soc. Rev. Interuniversitaria 18, 99–114. https://doi.org/10.7179/PSRI_2011.18.08
Pérez Gracia, E., Serrano Rodríguez, R., & Pontes Pedrajas, A. (2022). Construcción de la identidad profesional docente: una revisión de la literatura. Profesorado. Revista de Currículum y Formación de Profesorado, 26(1), 371-393. https://doi.org/10.30827/profesorado.v26i1.13211
Pérez-Serrano, G., & Pérez-de-Guzmán, M. V. (2011). Aprender a Convivir. El Conflicto Como Oportunidad de Crecimiento. Madrid: Narcea, S. A. de Ediciones.
Piovesan, J., Ottonelli, J. C., Bordin, J. B. & Piovesan, L. (2018). Psicologia do desenvolvimento e da aprendizagem (1ª ed). Universidade Federal de Santa Maria, Santa Maria, RS.
Rabidjanovna, S. S., & Mirabidovna, M. H. (2021). Methods of resolution of conflict in the pedagogical process. Middle European Scientific Bulletin, 11.
Rammstedt, B., Spinath, F. M., Richter, D., & Schupp, J. (2013). Partnership longevity and personality congruence in couples. Personality and Individual Differences, 54(7), 832–835. https://doi.org/10.1016/j.paid.2012.12.007
Roberts, B. W., Kuncel, N. R., Shiner, R. L., Caspi, A., & Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2(4), 313-345.
Saco, I., González, I. Rodríguez, M. J. y Bejarano, P. (2022). Detección de las necesidades formativas para el abordaje de conductas disruptivas en futuros docentes. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(3), 15-27. DOI: https://doi.org/10.6018/reifop.524541
Santamaría-Villar MB, Gilar-Corbi R, Pozo-Rico T and Castejón JL (2021) Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools. Front. Psychol. 12:659348. https://doi.org/10.3389/fpsyg.2021.659348
Schroder-Abé, M., & Vater, A. (2015). Explaining the Link Between Personality and Relationship Satisfaction: Emotion Regulation and Interpersonal Behaviour in Conflict Discussions. European Journal of Personality, 29, 201-215.
Stajkovic, A., Bandura, A., Locke, E., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238-245.
Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: how teachers’ emotional intelligence influences conflict management. Frontiers in Education, 5(5), 1–10. https://doi.org/10.3389/feduc.2020.00005
Valente, S. & Lourenço, A. A. (2022). Inteligência emocional e gestão de conflito na interação pedagógica. Revista de Estudios e Investigacin en Psicologia Y Educación, 9(0), 181-192. DOI: https://doi.org/10.17979/reipe.2022.9.0.8900
Valente, S., Monteiro, A. P. & Lourenço, A. A. (2017). Adaptação e validação da escala de gestão de conflitos entre professores-alunos. Revista de Estudios e Investigación en Psicología y Educación, Extr(2), 41-45. https://doi.org/10.17979/reipe.2017.0.2.2512
Valente, S., Lourenço, A.A., Alves, P., & Dominguez-Lara, S. (2020a). The role of the teacher’s emotional intelligence for efficacy and classroom management. CES Psicología, 13(2), 18-31. http://dx.doi.org/10.21615/ cesp.13.2.2
Los artículos que se publican en esta revista están sujetos a los siguientes términos:
1. El Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Murcia (España), junto con el Servicio de Publicaciones de la Universitdad de Murcia (Editum) son los editores de la revista REIFOP y conserva los derechos patrimoniales (copyright) de los artículos publicados, permitiendo la reutilización de las mismos bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editores y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
