Teachers’ Personality, Perfectionism, and Self-Efficacy as Predictors for Coping Strategies Based on Personal Resources

Abstract

Many psychological constructs as personality, perfectionism, and self-efficacy have been identified to have a strong contribution to teachers’ coping strategies, but how these variables collectively predict different types of coping has received little attention. The present study aimed to explore the personal resources (personality traits, perfectionistic strivings, and self-efficacy) which predict teachers’ proactive coping strategies. The sample study consisted of 284 pre-service teachers, with ages ranging from 18 to 34years old (M=19.9; SD=2.1). Four hierarchical multiple regression analyses were conducted separately for every proactive coping strategy based on personal resources as criterion variables. Results showed that conscientiousness and openness were predictors for all four coping strategies based on personal resources (proactive, reflective, strategic planning, and preventive coping), extraversion and neuroticism predicted only proactive coping strategies, and agreeableness did not predict any kind of these coping strategies. Planfulness was a predictor for reflective, strategic planning, and preventive coping strategies; striving for excellence predicted only proactive coping, and organization was a predictor only for reflective coping strategies. Self-efficacy predicted the first three proactive coping strategies but preventive coping. Because coping strategies can be learned, knowing what personal resources may help teachers to cope with stressful situations inside and outside the school, could be organized training programs to improve activity and well-being in the teaching profession.

The Trend of Authentic Leadership Skills in Nursing Education: The Key Role of Perfectionism and Self-Efficacy

“…In other words, over half of nursing students featured maladaptive perfectionism. The maladaptive perfectionism may have a negative impact on the functioning of students, their activities and the results related to the educational process [ 23 , 27 , 28 ].…”

“…However, it is noted that there is a positive relationship between self-esteem and adaptive perfectionism [ 27 ]. Another important common element is their influence on social skills, e.g., coping with stress and interpersonal communication [ 28 ]. Consequently, self-efficacy and perfection are in a close relationship with social skills.…”

“…However, scientists emphasize that this relationship may be modified by various factors (e.g., psychological features). Taking into account the nature of the variable, such as perfectionism [ 26 , 27 , 28 ], it may be assumed that it will be a mediator of the relationship between self-efficacy and leadership skills ( Figure 1 ). Moreover, the complexity of personality such as perfectionism, the dimension which is directly connected with setting high standards to oneself, was selected for further analysis.…”

Motivational profiles of kindergarten teachers in minority areas of China and their association with outcomes

“…In terms of the second mediation link (i.e., motivation profiles-workplace wellbeing-retention intention), findings indicated that kindergarten teachers in the “low value-high cost” profile (“high value-low cost” profile) had lower (higher) workplace wellbeing than those in the “moderate all” profile, which is consistent with person-organization fit theory. This meant that when employees’ motivations are highly aligned with those of their job, they are more likely to respond positively to organizational practices, resulting in increased positive affect and attitudes at work, indicating job wellbeing ( Fu et al, 2020 ; Samfira and Paloş, 2021 ). Additionally, the results also confirmed that individuals who perceive higher (lower) workplace wellbeing are more (less) motivated to stay with their current post, which consistent with model of wellbeing improvement and employer outcomes ( Sears et al, 2013 ).…”

A motivational approach to perfectionism and striving for excellence: Development of a new continuum-based scale for post-secondary students

“…It is currently understood as a complex multidimensional and interactive trait ( Stoeber and Otto, 2006 ; Gaudreau and Thompson, 2010 ), characterized by a striving for perfection, extremely high standards for oneself, and stringent self-evaluations ( Stoeber, 2018 ). Perfectionism has been studied specifically in the educational context with regard to both teachers ( Stoeber and Rennert, 2008 ; Gluschkoff et al, 2017 ; Samfira and Paloş, 2021 ) and students ( Stoeber et al, 2009 ; Milyavskaya et al, 2014 ; Madigan, 2019 ). Yet, perfectionism also has many negative consequences ( Hill and Curran, 2015 ; Limburg et al, 2017 ; Sirois and Molnar, 2017 ; Smith et al, 2018 ).…”