Objective: To understand the current situation and relationship between the Big Five personality and teaching efficacy of college English Teachers in Fujian-Taiwan cooperative universities. Method: By using Big Five Personality Questionnaire Short Form and the Teaching Efficacy Scale, 250 college English Teachers in Fujian-Taiwan cooperative universities were investigated. Results: It was found that the Big Five personality and teaching efficacy levels of college English Teachers in Fujian-Taiwan cooperative universities were in the middle to the upper level, and the personality traits of agreeableness and openness were obvious. The Big Five personalities of English Teachers in Fujian-Taiwan cooperative universities were closely related to their teaching efficacy, among which extraversion, agreeableness, conscientiousness, and openness were all significant positive predictors of positive teaching efficacy; extraversion, and openness were significant negative predictors of negative teaching efficacy.
Allport, G. W. (1961). Pattern and growth in personality.
Xiao, D., Xiao, L., & Yun, P. (2020). An analysis of the relationship between early childhood English Teachers' personality traits and their occupational stress. Shanxi Youth (08), 54.
Han, J., & Chen, L. X. (2019). A quantitative study on the factors influencing the research ability of college English Teachers based on personality traits. Contemporary Educational Practice and Teaching Research (18), 153-154.
Xing, H. (2018). A study on the relationship between emotion regulation self-efficacy, personality traits and burnout among elementary and middle school English Teachers (Master's thesis, Shenzhen University).
Weifang, H. (2019). The relationship between personality traits and professional commitment of Qinghai higher vocational teachers: the mediating role of teaching efficacy. Ethnic Higher Education Research (02), 81-87.
Hu, W., & Zhao, H. (2019). A study on the influence of personality traits on burnout of higher education English Teachers in Northwest China. Qinghai Ethnic Studies (04), 50-55.
Hu, W. (2019). The relationship between personality traits and professional commitment of higher education English Teachers in Qinghai: The mediating role of teaching efficacy. Ethnic Higher Education Research (02), 81-87.
Peiyu, J. (2018). Causes of Burnout and Countermeasures for Young English Teachers in Private Universities under Personality Traits. Wen Cun Reading Journal (20), 197.
Lai, X. N., Liu, C., & Duan, C-H. (2020). The effects of personality traits and teacher-student relationship distress on secondary school English Teachers' subjective well-being. Journal of Henan Institute of Science and Technology (04), 23-29.
McCrae, R. R., & Costa Jr, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509.
Qi, Chun-Chun. (2018). Research on the relationship between personality traits, teaching attribution styles and teaching efficacy of primary and secondary school English Teachers (Master's thesis, Shanxi Normal University).
Shen, L. J. (2016). Research on the investigation of college English learning motivation (Master's thesis, Minnan Normal University).
Jianhong, T., Rou, F. (2019). An empirical study on personality traits, organizational identity and job burnout among English Teachers in higher education--based on data from Xi'an universities [J]. Journal of Education (11), 27-33.
Tao, W. (2015). A survey report on the relationship between reflective practice and personality traits of foreign language English Teachers in higher education. Journal of Zhejiang Foreign Language Institute (06), 52-59.
Wang, H. J. (2018). A study on the relationship between subjective well-being and personality traits and professional identity of young English Teachers in Inner Mongolia universities. Journal of Inner Mongolia Normal University (Education Science Edition) (11), 43-46.
Wei, Y. J., Cao, G. P., & Wang, F. G. (2015). A study on the relationship between English Teachers' personality traits and students' performance development in higher education institutions. Career (32),60-61.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective English Teachers' sense of efficacy and beliefs about control. Journal of educational psychology, 82(1), 81.
Meng, X. (2019). Research on the relationship between kindergarten English Teachers' empathy and personality traits in pro-teacher relationships (Master's thesis, Southwest University).
Haotian, Z., Xuemei, C., Yanzhe, C., Wanmei, H., & Yu, L. (2016). A study on personality traits and differences of outstanding English Teachers in Lhasa city colleges and universities. Tibet Science and Technology (11), 47-49.
Qingfeng, Z., & Guangzhen, C. (2016). An analysis of the correlation between burnout, mental health and personality traits of physical education English Teachers in colleges and universities. Sichuan Sports Science (06), 64-66+72.
Zhang, T. (2020). A study on the relationship between job stress and English Teachers' deviant behavior - an analysis based on the moderating effect of personality traits and perceived leadership support. Primary and Secondary School Principals (05), 25-31.
In-Text Citation: (Wang & Shen, 2022)
To Cite this Article: Wang, Z., & Shen, L. (2022). The Effects of Personality Traits on Teaching Efficacy of English Teachers in Fujian-Taiwan Cooperative Universities in China. International Journal of Academic Research in Business and Social Sciences. 12(7), 1775 – 1785.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
