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The structure of the teacher Machiavellianism model in social interactions in a school environment

100%
Bańka A., Orłowski K.
Polish Psychological Bulletin
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2012
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vol. 43
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issue 4
215-222
EN
The aim of this article is to present study results concerning the structure of teacher Machiavellianism. Machiavellianism was researched extensively throughout the last 40 years as a personality feature comprising traits related to leadership manipulation tactics. Psychology describes Machiavellianism as a part of the universal model called “the dark triad of personality” alongside with subclinical narcissism, subclinical psychopathy and low empathy. The teacher Machiavellianism model presented in this article, as opposed to the universal models, strongly accentuates the context-specifi c variables related to the organization of life in a school, alongside with personality variables. To achieve a new insight into the mechanism of how teacher Machiavellianism is generated, structural equation modeling (SEM) was used, which incorporates personality variables such as: self-effi cacy, disposition for gratitude, values, one’s personal resources, professional burnout, alongside context-specifi c variables like: organizational culture, work attitude, tenure and specialization in the tasks performed. Results of two studies are shown, discussing the empirical structure of teacher Machiavellianism components in relation to the initial theoretical model.
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A jednak osobowość! Dobry nauczyciel języka obcego w świetle wypowiedzi polskich uczniów i studentów

88%
Mihułka K., Chojnacka-Gärtner J.
Kwartalnik Pedagogiczny
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2019
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vol. 64(2 (252))
38-53
PL
The aim of this article is to present a portrait of the so-called good foreign language teacher, which has been created on the basis of the comments made by about 850 Polish students of modern languages, and students representing various types of schools (from primary schools, through middle schools, to secondary schools). In this picture, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. The presentation of the research results has been preceded by a theoretical part where teacher personality and its role in (language) education have been briefly discussed.
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Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej

76%
Pamuła-Behrens M., Hennel-Brzozowska A.
Studia Edukacyjne
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2017
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issue 46
169-191
EN
Research on the personality of primary school teachers and on their level of competence in teaching migrant children, including their own migration experience and their attitudes toward training for better education of foreign pupils, was conducted in 2016, using Big Five NEO-FFI and a questionnaire constructed by the authors (PPNUC). The subjects work in a big Polish city and their school is attended by Ukrainian and Vietnamese migrant children; half of the teachers (called NU) have the migrant children in their classes, the other half do not (NN). The results have shown, among others, that NU teachers have higher extraversion scores than NN and that younger teachers have a more positive attitude toward training programs for educating migrant children.
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The “nervousness” factor in the personality profile of teachers in the Slovak Republic

75%
Kariková S., Rohn T.
The New Educational Review
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2015
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vol. 40
169-179
EN
The contribution focuses on the issue of the current statutory requirement for teachers’ mental fitness to exercise the teaching profession in the Slovak Republic. The object of our study is the diagnostics of selected personality factors of pre-primary and primary education teachers, we believe to be of key importance in relation to their requisite mental fitness to exercise the teaching profession; we particularly focus on the “Nervousness” factor.
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