Personality Traits and Organizational

Personality Traits and Organizational PDF

Khitam A. Ali Ghanam

Supervisor(s)

Dr. Ghassan Hilo - د.عبد محمد عساف

Discussion Commity

183 صفحة

Abstract :

This study aimed at identifying the nature of relationship between personality traits and organizational loyalty of female primary school teachers in Nablus Governorate public schools. It also sought to determine the role of the independent variables (place of living, place of residence, academic qualification, field of teaching, marital status, family average of income, years of experience) in influencing personality traits and organizational loyalty. The population of the study comprised all female primary school teachers in public schools of Nablus Governorate. According to Nablus Directorate of Education, there were 1,088 teachers. The sample of the study represented 16.8% of the population or 183 teachers. To answer the questions of the study and test its hypotheses, the researcher used two questionnaires. The first was used to measure personality traits while the second questionnaire, developed by the researcher, was based on other studies and educational literature relevant to the study. These questionnaires were as follows: · Gordon’s Modified Personality Profile Scale consisting of 39 items, distributed equally among four major traits: responsibility, emotional (steadiness) balance control, and sociability. · Organizational loyalty questionnaire consisting of 28 items. After administering the questionnaire to the subjects of the study, the researcher collected, processed and analyzed the data statistically using the SPSS package. Findings: 1. The study revealed that the degree of the presence of personality traits, among female primary school teachers in Nablus Governorate government schools, was high: the percentage was 77.75%. The order of percentages of the degree of the presence of personality traits was as follows: · Degree of the presence of responsibility trait was very high; the percentage was 84.6%. · Degree of the presence of sociability was also high; the percentage amounted to 77.4%. · Degree of the presence of control trait was high; the percentage was 77.2%. · Degree of the presence of emotional stability was high; the percentage amounted to 71.8%. 2. The degree of the presence of organizational loyalty among female primary school teachers was very high: the percentage was 83.2%. 3. It was found that there were statistically significant differences at (α= 0.05) level among the domains of the personality traits of female primary school teachers in Nablus Governorate public schools, it was between the domains of sociability, control, emotional stability, and responsibility for responsibility trait. And between the domains of sociability and emotional stability for the emotional stability. And between control and emotional stability it was for the control trait domination. 4. There were, however, no statistically significant differences at (α= 0.05) level between domains of personality traits and organizational loyalty among female primary school teachers which might be attributed to variables of place of residence, place of living, field of teaching, marital status, family average of income and years of experience. 5. Pertaining to the academic qualification, the results showed that there were no statistically significant differences at (α= 0.05) level in responsibility, sociability and organizational loyalty traits which might be attributed to the academic qualification variable. However, there were statistically significant differences at (α=0.05) level in emotional steadiness, control, and personality traits in favor of diploma holders and lower degree holders. 6. There was a statistically positive correlation at (α= 0.01) level between personality traits and organizational loyalty of female primary school teachers in Nablus Governorate public schools. 7. Control was found to be the most capable trait to forecast personality traits. In the light of the study findings, the researcher recommends that the Ministry of Education set up training programs to support female teachers morally, enhance their positive personality traits, and emotional stability in particular, to overcome stress which female teachers are vulnerable to. The researcher also recommends offering both financial compensation, rewards and moral support to teachers who daily pass through roadblocks and are subjected there to all kinds of torture.

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