Rola cech osobowości w kształtowaniu poziomu lęku u nauczycieli.
Abstrakt
Praca dotyczy roli cech osobowości w kształtowaniu poziomu lęku u nauczycieli. Jej głównym celem było określenie związku pomiędzy wymiarami osobowości w modelu Wielkiej Piątki a poziomem lęku rozumianego jako stan i jako cecha. Badania przeprowadzono wśród 108 nauczycieli, z wykorzystaniem metody sondażu diagnostycznego. Zastosowano Inwentarz Osobowości NEO-FFI, Inwentarz Stanu i Cechy Lęku STAI oraz ankietę własną dotyczącą danych socjodemograficznych i zawodowych respondentów. Badania miały charakter anonimowy i dobrowolny, a zebrane wyniki poddano analizie statystycznej. Uzyskane rezultaty wskazały, że badani nauczyciele najczęściej charakteryzowali się przeciętnym poziomem lęku jako stanu oraz niskim lub przeciętnym poziomem lęku jako cechy. Wykazano, że neurotyczność była dodatnio związana z poziomem lęku, natomiast ekstrawersja, sumienność i ugodowość wiązały się z niższym nasileniem lęku. Nie stwierdzono istotnego związku między otwartością na doświadczenie a poziomem lęku. Wyniki wskazują, że cechy osobowości mogą mieć znaczenie dla sposobu przeżywania napięcia i radzenia sobie z wymaganiami zawodowymi przez nauczycieli.
The thesis focuses on the role of personality traits in shaping the level of anxiety among teachers. Its main aim was to determine the relationship between the Big Five personality traits and anxiety understood both as a state and as a trait. The study was conducted among 108 teachers using a diagnostic survey method. The research tools included the NEO-FFI Personality Inventory, the State-Trait Anxiety Inventory STAI, and an author-designed questionnaire concerning selected sociodemographic and occupational variables. Participation in the study was anonymous and voluntary, and the collected data were subjected to statistical analysis. The results showed that the surveyed teachers most often demonstrated an average level of state anxiety and a low or average level of trait anxiety. Neuroticism was positively associated with anxiety, whereas extraversion, conscientiousness, and agreeableness were related to lower levels of anxiety. No significant relationship was found between openness to experience and anxiety. The findings suggest that personality traits may be important in understanding how teachers experience tension, respond to occupational demands, and cope with difficult or uncertain situations in their professional work.
The thesis focuses on the role of personality traits in shaping the level of anxiety among teachers. Its main aim was to determine the relationship between the Big Five personality traits and anxiety understood both as a state and as a trait. The study was conducted among 108 teachers using a diagnostic survey method. The research tools included the NEO-FFI Personality Inventory, the State-Trait Anxiety Inventory STAI, and an author-designed questionnaire concerning selected sociodemographic and occupational variables. Participation in the study was anonymous and voluntary, and the collected data were subjected to statistical analysis. The results showed that the surveyed teachers most often demonstrated an average level of state anxiety and a low or average level of trait anxiety. Neuroticism was positively associated with anxiety, whereas extraversion, conscientiousness, and agreeableness were related to lower levels of anxiety. No significant relationship was found between openness to experience and anxiety. The findings suggest that personality traits may be important in understanding how teachers experience tension, respond to occupational demands, and cope with difficult or uncertain situations in their professional work.