A Correlation Study on Elementary School Teachers’ Personality Traits, Well-Being and Teachers’ Innovativeness

• Main Authors: Yu-Yun Lee, 李玉雲
• Other Authors: Fu-Lai Lin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/04225718006594994724

碩士 === 大葉大學 === 管理學院碩士在職專班 === 103 === The purpose of this study is to explore the relationship among the personality traits, well-being, and the teachers’ innovativeness of the elementary school teachers. First, this study analyzes the influence of the personality traits on the teachers’ innovativeness. Thus, we further examine the impact of the well-being as the mediating role between the personality traits and the innovativeness of the elementary school teachers. Here, a questionnaire survey method is used, and 600 teachers from 36 various public elementary schools in Taiwan are surveyed with convenient sampling. The total response rate is 94.5% (567 from 600). The empirical results indicated the personality traits have significant effect on the innovativeness of elementary school teachers. The more openness-to-experience characteristics an elementary school teacher inherits, the more innovativeness the teacher presents. However, with well-being as the partial mediation effect, the personality traits indirectly but significantly affect the innovativeness of elementary school teachers. So as the personality traits such as openness-to-experience, extraversion, conscientiousness etc, do with the help of the well-being as the partial mediation effect among them and the teachers’ innovativeness. In addition, the agreeableness of personality traits cannot affect the teachers’ innovativeness without comprehensively mediation effect resulted from well-being. In sum, the well-being does play an important role between the relationship of the teachers’ personality traits and innovativeness.