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PERSONALITY TRAITS AND JOB SATISFACTION AMONG

TEACHING STAFF

Tiberiu DUGHI, Associate professor, Ph.D.,

Aurel Vlaicu University of Arad
[email protected]

Bianca BULBOACĂ, Psichologist,

PP „Grădinița Veseliei” Preschool, Curtici, Arad

Henrietta TORKOS, Lecturer, Ph.D.,

Aurel Vlaicu University of Arad
[email protected]

Abstract: This article explores the transition towards modern

managerial strategies within the pre-university education system
in Romania, illustrating how this evolution responds to the
dynamics of contemporary social changes. At the centre of the
discussion is the implementation of the concept of "new
management" in education, an emerging paradigm that
distances itself from traditional hierarchical approaches,
moving towards a more fluid, adaptable and participative
organizational framework. The article analyses the key features
of this new management model, such as distributed leadership,
decentralization of decision-making and the emphasis on the
development of key skills, as well as the benefits it brings to the
current educational context. In addition, the study examines the
role of institutional actors in this transition, from the Ministry of
Education to individual educational units, highlighting how each
contributes to the implementation and adaptation of these
strategies. Particular attention is paid to the specific tools used
to increase organizational performance, including the
Institutional Development Plan (IDP), the School Action Plan
(SAP) and the Management Plan.

Key words: personality; job-satisfaction; teaching staff.

1. Theoretical aspects
Job satisfaction is characterized as a subjective evaluation and a positive
emotional state that employees manifest toward their work tasks and the
professional environment in which they are carried out. According to
Constantin, T. (2004), job satisfaction is a balance achieved by the
individual when they fully satisfy both their conscious and unconscious
needs, and when their expectations align with what they actually receive
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in the context of their position. Hulin (2014) noted that job satisfaction
involves multidimensional psychological reactions, including cognitive,
affective, and behavioral aspects. Ripon further suggested that job
satisfaction stems from a specific psychological interaction between the
individual and their work environment. This concept also involves a
positive emotional response generated by meeting the job's requirements
or a sense of fulfillment derived from performing work-related activities.
According to the definition by Ivancevich, J.M., Glueck, W.F. (1986),
job satisfaction is conceived as a generic, unidimensional construct that
reflects the overall level at which employees' expectations are met. Thus,
employees hold expectations, whether more or less conscious, regarding
the outcomes they might achieve from their work. Drummond and
Stoddart (1995) segmented the concept of job satisfaction into two
distinct categories: general satisfaction and specific satisfaction. General
satisfaction refers to the employee's personal perception of their overall
job, while specific satisfaction focuses on various aspects of the job,
such as working conditions, remuneration, interactions with colleagues
and supervisors, and organizational policies.
Contemporary transformations in fields such as education, culture,
economics, and technology place increased demands on the modern
individual's higher cognitive faculties and social skills. A busy work
schedule, an accelerated pace, and increased pressure, along with
environmental stress factors, are just a few of the major elements
contributing to the emergence of psychosocial and professional stress.
Teachers, dedicating much of their time to the workplace, engage in a
variety of educational activities and social interactions with their
colleagues and managers. This diversity of tasks demands considerable
mental, emotional, and intellectual effort. Over time, this continuous
demand can lead to both physical and mental exhaustion.
Moldovan M. (1993) argues that specialists identify psychological
burnout among educators as stemming from the nature of their
pedagogical activity, which is characterized by significant emotional
burden and the presence of a wide range of emotional factors, both
objective and subjective, that influence their work and can generate
severe tension and stress. The constant need for empathy, sympathy, and
moral responsibility for the lives and health of the children entrusted to
their care, as well as the pressure from both inside and outside their work
environment, contribute to the emergence of adverse emotional
reactions and the adoption of self-protective behaviors. The impact of
organizational factors in preschool institutions is often associated with a
psychologically unfavorable atmosphere for teaching staff. The presence
of horizontal and vertical conflicts, coupled with a tense environment,
leads some educators to exhaust their emotional resources, while others
seek ways to conserve these mental reserves. Additionally,
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dissatisfaction related to self-actualization in various aspects of personal

and professional life is another personal factor contributing to
psychological burnout among educators.
Neamțu M. (2007) argues that it is essential for educators to be able to
make autonomous decisions, have access to comfortable and conducive
working conditions, benefit from time and space for breaks and rest, and
participate in motivational and personalized educational sessions,
including stimulating seminars, training sessions for increasing personal
effectiveness, and exercises to develop creativity—all of which have a
positive impact. Open and friendly communication between
management and educators serves as a guarantee of psychological
comfort for both parties.
Occupational stress can be conceptualized as an adverse physical and
psychological response that arises when job demands exceed an
individual's resources, skills, or needs. This phenomenon can lead to
health deterioration and even the onset of medical conditions.
Occupational stress reflects the pressure and tension associated with the
work environment, particularly when the role of a teacher involves
multiple responsibilities—information provider, learning facilitator,
manager, and counselor (Dughi & Dughi, 2019)—as well as adapting to
the use of digital competencies (Dughi, Dughi & Torkos, 2023; Rad et
al., 2023). Jobs that involve high responsibilities, significant risks, and
tasks that either overburden or underutilize an individual's resources can
generate stress. In a favorable context, work can act as a stress-reducing
factor. However, when work violates the psychophysical integrity of the
individual, it can become a source of stress. Ultimately, enhancing the
prestige of the teaching profession and creating a culture of respect for
their work are essential elements for improving the working conditions
of educators. Additionally, the development of social support programs
and investments in human resources, including continuous training and
retraining for teaching staff (Dughi & Ardelean, 2020), are crucial to
ensuring they possess the competencies needed to meet the complex
demands of modern society.
The relationship between teachers' competencies and personality traits
has been the subject of research in various studies, providing useful
insights into what constitutes success in the teaching profession
(Samfira, Dughi & De la Fuente, 2023). Other studies, such as the one
conducted by Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. D.
(2012), titled "Teachers’ workplace well-being: Exploring a process
model of goal orientation, coping behavior, engagement, and burnout,"
focus on teachers' well-being and the link between this and personality
traits. Teachers with high levels of neuroticism are more susceptible to
burnout, while those with high agreeableness and emotional stability
report higher levels of well-being and job satisfaction. Tschannen-
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Moran, M., & Woolfolk Hoy, A. (2001) examine the concept of teacher
efficacy and how it is influenced by personality traits. Teachers with
high conscientiousness and emotional stability exhibit a higher
perceived efficacy, which leads to more effective classroom
management and improved student academic outcomes.
The study conducted by Skaalvik, E. M., & Skaalvik, S. (2011) explores
the relationship between teachers' job satisfaction and their motivation
to leave the profession, analyzing the school context, sense of belonging,
and emotional exhaustion. The results indicate that a positive work
environment and a strong sense of belonging increase job satisfaction
and reduce the desire to leave the profession.
The relationship between personality traits and aspects of job
satisfaction has been explored by Kim, K. R., & Kim, K. S. (2010). This
study examines the relationship between teachers' personality traits, job
satisfaction, and professional burnout. The results show that teachers
with high levels of conscientiousness and emotional stability tend to be
more satisfied with their work and experience less burnout. The study
conducted by Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P.
(2003), titled "Efficacy beliefs as determinants of teachers' job
satisfaction," investigates how self-efficacy and personality traits
influence teachers' job satisfaction. Teachers with high
conscientiousness and emotional stability, who believe in their
professional efficacy, report higher job satisfaction.

2. Research objectives

The objectives of this research are well-defined and aim to analyze the
relationship between personality traits and job satisfaction, investigate
the influence of personality traits on workplace emotions, and compare
differences based on demographic characteristics. Through these
objectives, the research seeks to highlight the importance of personality
traits in the professional context of teaching staff and identify the
psychological factors that influence job satisfaction and well-being in
the workplace.

Objectives:

 Analyzing the relationship between personality traits and job

satisfaction:
 Evaluating whether personality traits such as
conscientiousness positively correlate with job
satisfaction.

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 Determining how other personality traits, such as

extraversion and agreeableness, contribute to overall job
satisfaction.
 Investigating the influence of personality traits on emotions
experienced at work:
 Exploring the correlation between conscientiousness and
levels of joy, anger, and anxiety.
 Examining the relationship between agreeableness and
negative emotions, particularly anger and anxiety.
 Comparing differences based on demographic
characteristics:
 Analyzing differences in job satisfaction and emotions
experienced based on gender, age, and work experience.
 Investigating differences between urban and rural
teaching staff regarding anger and anxiety.
2. Research hypothesis
General Hypothesis: The study proposes that personality traits,
particularly conscientiousness, extraversion, agreeableness, negative
emotions, and openness, significantly influence job satisfaction and the
emotions experienced by teaching staff, varying based on gender, age,
job position, work experience, and the work environment (urban/rural).
First hypothesis: The personality trait "Conscientiousness" is
directly proportional to job satisfaction and joy.
Second hypothesis: The personality trait "Conscientiousness" is
inversely proportional to anxiety and anger.
Third hypothesis: The personality trait "Agreeableness" is
inversely proportional to anger and anxiety.
Fourth hypothesis: There is a statistically significant difference
between rural and urban educational institutions in terms of anger and
anxiety levels.

3. Research variables and research type

Independent Variables:
 Personality traits: conscientiousness, extraversion,
agreeableness, negative emotionality.
 Demographic characteristics: gender, age, work experience,
work environment (urban/rural).
Dependent Variables:
 Job satisfaction.
 Emotions experienced at work: joy, anger, anxiety.
Type of Research: Correlational and Comparative:
 Correlational: The relationships between personality traits
(independent variables) and job satisfaction, as well as the
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emotions experienced (dependent variables), are analyzed to

identify the existence and direction of these relationships.
 Comparative: Levels of job satisfaction and emotions are
compared across different demographic characteristics (gender,
age, work experience, urban/rural environment) to identify
significant differences among subjects.
These research approaches allow for a detailed understanding of how
personality traits and demographic characteristics influence the
professional satisfaction and emotional well-being of teachers.
Research Design: Cross-sectional correlational design.
1. Correlational:
o The primary aim is to examine relationships between
variables, specifically between personality traits
(independent variables) and job satisfaction and emotions
(dependent variables).
2. Cross-sectional:
o Data are collected at a single point in time from a sample
of 60 teaching staff.
o It allows for comparisons across different demographic
groups (gender, age, work experience, urban/rural
environment) at a specific moment in time.
4. Research instruments

Utilizing the following research instruments, I developed a

questionnaire that was completed by a total of 60 subjects. The research
tools employed included:

 Questionnaire regarding the Conscientiousness Factor (Factor

III: Conscientiousness);
 Questionnaire - Big Five Inventory-2: Short Form;
 Questionnaire - Job Satisfaction Assessment;
 Questionnaire - Teacher Emotion Scale.

Factor III: Conscientiousness

Conscientiousness, as a personality dimension, is assessed through a

summative scale of 10 items, with each response recorded on a Likert
scale ranging from 1 (strongly disagree) to 5 (strongly agree). Items
marked with (R) are reversed to ensure the internal validity of the scale
and to control for automatic response tendencies. In the scoring process,
the reversed items are adjusted so that the final scores accurately reflect
the respondent's level of conscientiousness. The scores for all items are
then summed to produce a total score that indicates the individual's
degree of conscientiousness. This scoring method allows for a precise
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and comprehensive evaluation of the trait of conscientiousness,

providing essential insights into individuals' organized, responsible, and
goal-oriented behavior.

Big Five Inventory-2: Short and Extra-Short Forms

The Big Five Inventory-2 (BFI-2) is a psychometric tool designed to

assess fundamental personality traits, utilizing both the short form (BFI-
2-S) and the extra-short form (BFI-2-XS). This inventory is based on
five primary dimensions of personality: Extraversion, Agreeableness,
Conscientiousness, Negative Emotionality, and Openness to
Experience.
The items in the inventory are structured on a 5-point Likert scale, where
respondents express their level of agreement or disagreement with
various statements describing personal characteristics. For instance,
participants are asked if they agree that they enjoy spending time with
others and must select a response that ranges from 1 (Strongly Disagree)
to 5 (Strongly Agree). This allows for a nuanced measurement of
personality traits.
The domain of Extraversion is assessed through items 1R, 6, 11, 16, 21R,
and 26R, where "R" indicates items that require reversal. Agreeableness
is measured through items 2, 7R, 12, 17R, 22, and 27R.
Conscientiousness is evaluated through items 3R, 8R, 13, 18, 23, and
28R. Negative Emotionality is covered by items 4, 9, 14R, 19R, 24R,
and 29, while Openness to Experience is assessed through items 5, 10R,
15, 20R, 25, and 30R.
The short form of the inventory (BFI-2-S) employs all 30 items for a
comprehensive and detailed assessment of personality, while the extra-
short form (BFI-2-XS) uses the first 15 items for a rapid and efficient
evaluation. This flexible structure allows for the adaptation of the
instrument to various research and clinical application contexts, while
maintaining the validity and reliability of the measurement of
personality traits.

Job Satisfaction Assessment Questionnaire

The Job Satisfaction Assessment Questionnaire is a psychometric tool
designed to measure employees' levels of satisfaction regarding various
aspects of their workplace. The instructions for completion request
participants to circle the number that best reflects their opinion for each
question, utilizing a 5-point Likert scale. The scale ranges from 1
(strongly disagree) to 5 (strongly agree), allowing for a nuanced
evaluation of satisfaction.
The questionnaire is structured as a summative scale, with items marked
with "(R)" reversed to ensure internal validity and control response
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tendencies. The scores obtained for each item are then summed to
produce total scores across different dimensions of job satisfaction.
By employing this questionnaire, organizations can identify areas that
require interventions to enhance workplace satisfaction, thus
contributing to improved employee morale and productivity.

Teacher Emotion Scale

The Teacher Emotion Scale is a psychometric tool used to measure
specific emotions experienced by educators in a professional context.
Scoring is conducted on a Likert scale from 1 to 4, where 1 represents
"strongly disagree," 2 "disagree," 3 "agree," and 4 "strongly agree." In
the original article, the items were randomized to minimize response
order effects and ensure the validity of the collected data.
There are three main scales within this instrument, each assessing a
distinct emotion: Joy, Anger, and Anxiety. These scales allow for a
detailed understanding of the emotional state of teachers and the impact
of these emotions on their teaching activities.

5. Research sample
The sample of my research consists of 60 subjects, aged between 19 and
over 50 years. Among these, there are 41 female educators and 19 male
educators. The distribution by gender, age, teaching experience, and
work environment can be found in Tables 1-5.

Tabel 1- Sample structure by gender

Gender
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 41 68.3 68.3 68.3
2 19 31.7 31.7 100.0
Total 60 100.0 100.0

I have coded female gender as number 1 and male gender as number 2.

Table 2 - Sample Structure by Age

Age
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 14 23.3 23.3 23.3
2 11 18.3 18.3 41.7
3 20 33.3 33.3 75.0
4 15 25.0 25.0 100.0
Total 60 100.0 100.0
I have coded subjects aged 19-29 as number 1, subjects aged 30-
39 as number 2, subjects aged 40-49 as number 3, and subjects
aged over 50 as number 4.
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Table 3 - Sample Structure by Position in Education

(Tenured/Substitute)
Function
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 48 80.0 80.0 80.0
2 12 20.0 20.0 100.0
Total 60 100.0 100.0
I have coded subjects who are tenured in education as number 1,
and subjects who hold substitute positions in education as
number 2.
Table 4 - Sample Structure by Subjects' Tenure in Education
Tenure
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 2 3.3 3.3 3.3
2 19 31.7 31.7 35.0
3 14 23.3 23.3 58.3
4 14 23.3 23.3 81.7
5 11 18.3 18.3 100.0
Total 60 100.0 100.0

I have coded subjects with less than 1 year of service in education

as number 1, subjects with 1-9 years of service in education as
number 2, subjects with 10-19 years of service in education as
number 3, subjects with 20-29 years of service in education as
number 4, and subjects with over 30 years of service in education
as number 5.
Table 5 - Sample Structure by the Demographic Area of the
Educational Institution Where the Subjects Teach
Unit
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 39 65.0 65.0 65.0
2 21 35.0 35.0 100.0
Total 60 100.0 100.0
I have coded urban areas as number 1 and rural areas as
number 2.
6. Data analysis and interpretation
The descriptive analysis of the subscales used to evaluate
personality and job satisfaction for a sample of 60 educators revealed the
following results: the "Conscientiousness" scale recorded a mean of
41.45 (SD = 5.733), with scores ranging from 29 to 50. Regarding
"Extraversion," the mean was 18.67 (SD = 2.022), with scores falling
between 13 and 22. The "Agreeableness" subscale had a mean of 19.00
(SD = 2.300), with a score range from 13 to 27. "Negative Emotions"

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recorded a mean of 19.52 (SD = 2.325), with scores between 14 and 26,
while "Openness" had a mean of 18.32 (SD = 1.846), with scores varying
from 14 to 22. Job satisfaction exhibited a mean of 121.28 (SD =
20.429), with scores ranging from 73 to 172. In terms of specific
emotions, the "Joy" subscale had a mean of 18.08 (SD = 2.085), "Anger"
recorded a mean of 6.13 (SD = 2.665), and "Anxiety" had a mean of 5.88
(SD = 2.853). These results provide a detailed overview of the
personality profiles and job satisfaction levels among the analyzed
educators.
Hypothesis 1: Conscientiousness Correlates Positively with
Job Satisfaction and Joy.
The first hypothesis proposes that the personality trait
"Conscientiousness" correlates positively with job satisfaction and joy.
Pearson correlation analysis indicates a significant positive correlation
between "Conscientiousness" and "Job Satisfaction" (r = 0.369, p <
0.01), as well as between "Conscientiousness" and "Joy" (r = 0.490, p
< 0.01). These results suggest that individuals with a higher level of
conscientiousness tend to report greater job satisfaction and a higher
level of joy. Therefore, the hypothesis that conscientiousness correlates
positively with job satisfaction and joy is validated. This is consistent
with the literature, which suggests that positive personality traits, such
as conscientiousness, are associated with favorable attitudes toward
work and positive emotions.
Conscientiousness is defined as a personality trait involving self-
discipline, organization, and a strong desire to achieve goals and
perform tasks to a high standard. Individuals with a high degree of
conscientiousness are often methodical, detail-oriented, and
responsible. These characteristics enable them to manage professional
tasks better, plan effectively, and maintain a high level of performance
at work. Consequently, this systematic and disciplined approach leads
to greater job satisfaction, as individuals feel they are fulfilling their
responsibilities efficiently and productively.
Moreover, conscientiousness significantly contributes to positive
emotional experiences, such as joy. Conscientious individuals tend to
have better control over their work environment, which reduces stress
and uncertainty—factors that can diminish feelings of joy.
Additionally, the inherent self-discipline and organization associated
with conscientiousness facilitate the achievement of personal and
professional goals, leading to a sense of fulfillment and personal
satisfaction. These accomplishments driven by conscientiousness are
powerful sources of joy and overall satisfaction in life.
The literature supports this view, highlighting that positive personality
traits, such as conscientiousness, are essential for developing a positive
work attitude and cultivating positive emotions. Research suggests that
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conscientious individuals are more likely to engage in behaviors that

promote professional success and emotional well-being, such as setting
clear goals, maintaining a regular schedule, and proactively addressing
problems. These behaviors not only enhance workplace performance
but also contribute to a more positive emotional experience and a
deeper sense of joy.
In conclusion, the validation of the hypothesis that the personality trait
"Conscientiousness" correlates positively with job satisfaction and joy
is supported by statistical data and the literature. This underscores the
importance of conscientiousness in professional and personal life,
highlighting its role in promoting emotional well-being and overall
satisfaction. Therefore, the development and cultivation of
conscientiousness could have significant benefits for both workplace
performance and individuals' mental and emotional health.
Hypothesis 2: Conscientiousness Correlates Negatively with
Anxiety and Anger.
Hypothesis 2 asserts that the personality trait "Conscientiousness"
correlates negatively with "Anxiety" and "Anger." Pearson correlation
analysis from the sample of 60 educators validates this hypothesis. The
significant negative correlation between "Conscientiousness" and
"Anger" (r = -0.585, p < 0.01) indicates that individuals with a high
level of conscientiousness exhibit lower tendencies to experience
anger. Similarly, the significant negative correlation between
"Conscientiousness" and "Anxiety" (r = -0.489, p < 0.01) suggests that
these individuals are less prone to anxious states. These correlational
parameters highlight the importance of conscientiousness as a
protective factor against negative emotions. Conscientious individuals,
characterized by self-discipline, meticulousness, and a high degree of
organization, tend to develop effective stress management and
emotional regulation strategies, which contribute to reducing the
frequency and intensity of episodes of anger and anxiety. This reflects
an increased capacity for self-control and adaptation in the face of daily
challenges, allowing them to maintain a more stable emotional balance
and reduce the impact of stressors.
The validation of this hypothesis is consistent with the literature, which
emphasizes the role of conscientiousness in promoting psychological
well-being and emotional resilience. Thus, the results suggest that the
development of conscientious traits could have positive implications
for mental health and overall job satisfaction.

Hypothesis 3: The Personality Trait "Agreeableness" Correlates

Negatively with "Anger" and "Anxiety."
Hypothesis 3 proposes that the personality trait "Agreeableness"
correlates negatively with "Anger" and "Anxiety." Pearson correlation
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analysis provides statistical evidence supporting this hypothesis. The

significant negative correlation between "Agreeableness" and "Anger"
(r = -0.290, p < 0.05) indicates that individuals with a higher level of
agreeableness tend to experience less anger. Similarly, the significant
negative correlation between "Agreeableness" and "Anxiety" (r = -
0.287, p < 0.05) suggests that these individuals are less prone to anxiety.
These findings are consistent with the literature, which emphasizes the
role of agreeableness in emotional regulation and the promotion of
psychological well-being.
Agreeableness is a personality trait characterized by altruism, empathy,
cooperation, and a general orientation toward interpersonal harmony.
Agreeable individuals are often concerned about the well-being of others
and are willing to avoid conflicts, adopting a conciliatory and friendly
attitude. This predisposition toward cooperation and empathy reduces
the likelihood of experiencing anger, as agreeable individuals are better
able to manage conflict situations in a calm and rational manner. Instead
of reacting impulsively or aggressively, these individuals are more
inclined to seek compromise solutions and maintain harmonious
relationships with those around them.
Additionally, agreeableness plays a protective role against anxiety.
Agreeable individuals, by their nature, tend to have positive and
supportive interpersonal relationships, which contribute to a sense of
security and emotional stability. Healthy and supportive relationships
are fundamental in reducing stress and anxiety, as they provide the
necessary social and emotional resources to cope with life's challenges.
Furthermore, these individuals' ability to perceive and respond
positively to the needs of others contributes to an increased sense of
social connection and belonging—factors well known for their role in
reducing anxiety.
The literature supports these findings, highlighting that personality traits
such as agreeableness are crucial for effective emotional regulation.
Research suggests that agreeable individuals are less likely to engage in
destructive behaviors or experience intense negative emotions due to
their orientation toward positive interpersonal relationships and
developed social skills. These skills enable them to avoid situations that
might generate anger and anxiety, thereby maintaining their
psychological well-being.
In conclusion, the validation of the hypothesis that "Agreeableness"
correlates negatively with "Anger" and "Anxiety" is supported by
statistical data and the literature. These results underscore the
importance of agreeableness as an essential personality trait for
maintaining emotional balance and mental health. Therefore, cultivating
agreeableness can have significant benefits for emotional well-being and

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interpersonal relationships, contributing to the reduction of anger and

anxiety while promoting a more harmonious and satisfying life.

Hypothesis 4: There is a Statistically Significant Difference Based

on the Rural/Urban Area of the Educational Institution Regarding
Anger and Anxiety Dimensions.
To test this hypothesis, we used the T-test.

Group Statistics
unitate N Mean Std. Deviation Std. Error Mean
furie 1 39 5.38 2.391 .383
2 21 7.52 2.639 .576
anxietate 1 39 5.31 2.054 .329
2 21 6.95 3.761 .821
Hypothesis 4 investigates whether there is a statistically significant
difference in levels of anger and anxiety between teachers in rural and
urban areas. To test this hypothesis, the T-test for independent samples
was utilized. The statistical analysis showed a significant difference in
anger levels between teachers in urban environments (M = 5.38, SD =
2.391) and those in rural environments (M = 7.52, SD = 2.639), with
t(58) = -3.188, p = 0.002. This result suggests that teachers in rural areas
experience significantly higher levels of anger than those in urban areas.
Regarding anxiety, the T-test indicated a significant difference in
variability between groups (F = 8.031, p = 0.006), and a significant
difference between urban (M = 5.31, SD = 2.054) and rural
environments (M = 6.95, SD = 3.761) under the assumption of equal
variances, with t(58) = -2.198, p = 0.032. However, when the assumption
of equal variances was not held, the difference was not significant
(t(26.577) = -1.860, p = 0.074).
These results suggest that the hypothesis is partially validated. There is
a significant difference in anger levels between teachers in rural and
urban areas; however, for anxiety, the significant difference depends on
the assumption of equal variances. These differences may be attributed
to the diversity of work contexts, available resources, and differing
psychosocial support in rural and urban environments. The literature
confirms that the work environment can influence emotional states, as
teachers in rural settings may be exposed to unique stressors that amplify
feelings of anger and anxiety.
Conclusions of the research

This research has provided a comprehensive and in-depth perspective on

the influence of personality traits on job satisfaction and emotional well-
being among teaching staff. The empirical analysis highlighted
significant relationships between traits such as conscientiousness,
extraversion, and agreeableness, and various dimensions of professional
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satisfaction and emotions experienced at work, including joy, anger, and

anxiety. The results underscored the importance of conscientiousness
and agreeableness in promoting a positive attitude and a harmonious
work environment, while negative emotions were negatively associated
with these traits.
Furthermore, the research revealed significant demographic differences,
highlighting variability in satisfaction and emotional well-being based
on gender, age, tenure, and the work environment (urban/rural). These
findings not only validate the formulated hypotheses but also provide a
solid theoretical framework for developing personalized interventions
aimed at improving the professional quality of life for teaching staff. By
identifying contextual and demographic differences, this study
contributes to understanding the complexity of the professional
experience among teachers and offers tailored solutions for its
enhancement.
Additionally, the results demonstrated that the work environment (urban
versus rural) has a significant impact on the levels of anger and anxiety
felt by teachers, highlighting the need for differentiated intervention and
support strategies. Teachers in rural areas, for example, may benefit
from specific resources and programs that alleviate stress and promote
optimal psychological well-being.
In conclusion, this paper makes a significant contribution to the
literature, providing valuable practical implications for educational
strategies and institutional policies aimed at supporting and developing
human resources in education. By comprehensively addressing the
relationship between personality traits and job satisfaction, this study
offers new insights and practical solutions for enhancing the
professional lives of teachers, emphasizing the importance of investing
in their emotional and professional well-being.

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