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Publication
The teachers' personality factors on classroom conflict management
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Advisor(s)
Abstract(s)
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.
Description
Keywords
Personality conflict management teachers classroom
Citation
Afonso Lourenço, A., Nunes Valente, S., Dominguez-Lara, S., & Simão Fulano, C. (2023). Los factores de personalidad de los docentes en la gestión de conflictos en el aula. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(2), 161–177.