We are pleased to highlight a new academic publication co-authored by Prof. Asst. Florim Gallopeni, part of the Faculty of the Social Sciences at IBCM, has contributed valuable research to the field of education and teacher development.

We invite students and educators alike to read and engage with this insightful study.

Abstract

This quantitative study examines how teachers’ personality traits influence their sense of self-efficacy—their belief in their ability to successfully perform teaching duties. Using the Revised NEO Personality Inventory and Bandura’s Teacher Self-Efficacy Scale, data were collected from 350 in-service lower secondary school teachers in Kosovo.

The results demonstrate positive correlations between self-efficacy and four personality traits: Extraversion, Agreeableness, Openness, and Conscientiousness, with Conscientiousness showing the strongest effect. Neuroticism showed a negative but statistically insignificant correlation. Further regression analysis found Extraversion and Conscientiousness to be significant predictors of teacher self-efficacy. While gender differences appeared in personality traits, they did not impact self-efficacy. The study also found lower self-efficacy levels among social studies teachers compared to STEM teachers.

The authors suggest further research on personality traits across different school contexts and recommend workshops within Faculties of Education to help teachers understand their personalities, strengthen organizational and social skills, and improve self-efficacy.