Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.
Head Teacher’s Social Support, Personality Variables and Subjective Well-Being of Slovak Primary Teachers
Anna Janovská, Olga Orosová, Jozef Janovský
published online: 22. 08. 2017
The aim of this study was to explore the relationship between the supportive behaviour of a head teacher and selected personality traits in relation to the emotional and cognitive component of subjective well-being of primary school teachers. It has been assumed that personality traits will be significantly related to the well-being and that the dominant-cooperative supportive behaviour of the head teacher will be significantly related to satisfaction with work. We used the Scale of Emotional Habitual Well-Being (Džuka & Dalbert, 2002), Life Satisfaction Questionnaire (Rodná & Rodný, 2001), IASR-B5 (Trapnell & Wiggins, 1990) and the SAS-C (Trobst, 2000). The sample consisted of 256 (85.74% women) primary school teachers. Multiple linear regression analysis was used to analyse the data. The dominant-cooperative supportive behaviour of the head teacher was related to the cognitive component of subjective well-being, especially to satisfaction with work. The personality traits of neuroticism, extraversion and dominance were related to variables representing subjective well-being. The supportive behaviour of the head teacher, defined as their active engagement, interest, decisiveness, giving of advice, emotional support and providing relevant information, was found to be associated with teachers’ well-being. Increasing the physical and psychological health of teachers, as well as their subjective well-being are key issues in improving the overall atmosphere in schools.
keywords: teachers; subjective well-being; personality traits; supportive behaviour
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