The Predictive Power of Teachers Proactive Personality Traits on Their Problem Solving Skills

Abstract

In this research, it was aimed to determine the level of teachers' proactive personality traits predicting the problemsolving skills consisting of the sub-dimensions of confidence in problem-solving ability, personal control and approach-avoidance. The relational screening model was used in this research which was prepared in accordance with the quantitative research paradigm. Accordingly, the concept of proactive personality was discussed as an independent variable, and problem solving skills were discussed as dependent variables. It is seen that there is a positive and significant relationship between teachers' proactive personality traits and problem solving skills and confidence in problem-solving ability, approach-avoidance and personal control, which are the sub-dimensions of problem solving. Based on the ANOVA values are examined for all three sub-dimensions, it could be said that the value p is significant, in other words, the regression model is valid. According to the t-test results regarding the significance of the regression coefficients, it is seen that proactive personality traits are a significant predictor on the sub-dimensions of confidence in problem solving ability, approach-avoidance and personal control. Furthermore, according to Durbin-Watson values for all sub-dimensions, the assumption that there is no relationship between error terms is confirmed.

Investigation of the Relationship Between Pre-service Teachers' Lateral Thinking Levels and Problem Solving Skills

“…Problem-solving cannot be abstracted from everyday life, and in order to define a person as a problem solver, it is necessary to be able to use the solutions or answers used in different problems, as well as in the more analytical problems they encounter. Since every activity in the future working life will include different and complex problems, it can be stated that every teacher candidate should have expert-level problem-solving competence (Şener, 2019;Widodo, Darhim, & Ikhwanudin, 2018).…”