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The purpose of this paper is to investigate the possible relationship between novice vs experienced EFLs teachers’ Big Five personality traits, ambiguity tolerance and risk taking. To this purpose, 30 teachers of TEFL courses were randomly selected, and three instruments of NEO Five-Factor Inventory, Ambiguity Tolerance Scale and Risk-taking Propensity Measure were employed to measure their Big Five personality traits, their ambiguity tolerance and risk taking, respectively.

The study was a quantitative ex post facto study. The first phase of the study was to investigate the relationship among variables of the study. On the other hand, the second phase of the study examined the impact of experience of teachers on their risk taking and ambiguity tolerance.

The results showed that the more experienced the teachers are, the less risk they take and the more ambiguity tolerant they are. On the other hand, the less experienced the teachers are, the more risk they will take and the less they can tolerate ambiguity. The findings of this research can have useful implications for teacher training programs as well as teaching practices.

This study can add to the circle of knowledge and enhance theoretical assumptions of the field. Moreover, considering the Iranian context, a few studies have focused on the importance of uncovering relationship between five big personality traits and teachers’ personality factors. Therefore, this study is an attempt to investigate the relationship between the Big Five personality traits of teachers and their ambiguity tolerance and risk taking.

The purpose of this paper is to examine the relationship between major personality dimensions and attitudes towards peace and war.

Three samples – two consisting of British psychology students (n=64 and 121) and one of Israeli students (n=80), responded to measures of some or all of: five-factor inventory, SYMLOG trait form, general survey including authoritarianism; attitudes towards peace and war; specific attitudes towards peace and war policy.

The general attitude measures were associated with the specific attitudes. Both were associated with authoritarianism but not consistently with other personality dimensions.

Descriptive findings might not generalize and need contextualization. Authoritarianism should be measured in any studies of attitudes related to peace, war, conflict, and structural violence.

Practitioners of peace education may first need to address high authoritarianism and low integrative complexity. Also, countering structural violence related, for instance, to poverty or prejudice/discrimination may require a comprehensive approach including collaborative work with clinical psychologists applying both implicit and explicit assessment tools.

Documenting links (and lack of them) among personality variables and attitudes towards peace and war has practical and theoretical value – and may contribute to organizational schemes shaped by personality structure and bearing implications for negotiations. In terms of a paradigm by Morton Deutsch, our results show individual differences in, and associations among, variables relating to the remediable likelihood of parties being differentially likely to find themselves in negatively vs. positively interdependent situations; and carrying out effective instead of “bungling” actions.

The purpose of this paper is to examine the efficacy of the Japanese ten-item personality inventory (TIPI-J), a short version of the big five (BF) questionnaire, on crowdsourcing. The BF traits are indicators of personality and are said to be an effective predictor of study performance in various occupations. BF can be used in crowdsourcing to predict crowd workers’ performance; however, it will be difficult to use in practice for two reasons like the time-and-effort issue and the bias issue. In this study, an empirical analysis is conducted on crowdsourcing to examine if TIPI-J can solve those issues.

To investigate the issues, two tasks are posted on a crowdsourcing provider. Both TIPI-J and full version BF are conducted before and after selecting crowd workers. Structural validity and convergence validity are tested with correlation analysis between before (TIPI-J) and after (full version BF) data to examine the bias issue. Additionally, those correlations are compared with previous study and significances are examined.

The correlations in “conscientiousness” is 0.45-0.50, respectively, compared with a previous study, those two correlations did not show significance. This indicates that no clear bias exists.

This is the first research to investigate the efficacy of TIPI-J on crowdsourcing and showed that TIPI-J can be a useful tool for predicting crowd workers’ performance and thus it can help to select appropriate crowd workers.

This article reports findings from an investigation of the personality traits and resilience of a sample of preschool principals in Greece. It parallels an earlier investigation of primary school principals and compares the findings. As before, the investigation was designed to search for relationships between respondents’ personality characteristics and resilience strengths, and also for differences associated with sex, age, and years of service in the principalship. Once again, the “Big-Five Inventory” and the “Leadership Resilience Profile” were used. These outcomes, together with the demographics of the sample, suggested that Greek preschool principals may have unique dispositions, and therefore, may have unique professional-development needs and leadership preferences.

A quantitative survey was used to gather the data from a sample of 100 pre school teachers. The “Big Five Inventory” and the “Leadership Resilience Profile” were the instruments used.

It was found that the sample’s personality characteristics and resilience strengths differed somewhat from norms reported in the literature. Furthermore, the findings concerning relationships between resilience and personality did not align clearly with other researchers’ findings.

Resilience and personality characteristics as determinants of successful school leadership.

The bulk of the current research on authentic leadership focuses on the examination of its consequences. Little attention has been paid to the predictors of authentic leadership. We examined how the Big Five personality traits can predict an authentic leadership style.

Using multisource time-lagged data from 305 leader–subordinate dyads, we examined how the Big Five traits (extraversion, agreeableness, consciousness, openness to experience and neuroticism) are related to authentic leadership. While leader personality was measured through self-reports, we measured authentic leadership style through subordinate reported data.

We found good support for the proposed hypotheses. While extraversion, agreeableness, conscientiousness and openness to experience were positively related to authentic leadership style, neuroticism was negatively related to it.

The findings support the trait view of leadership, suggesting that the personality traits of a leader can predict his/her authentic leadership style. These findings hold promise for managers in that they can use personality inventories and tests in the selection and evaluation process to select and train potential authentic leaders.

We proposed a unique idea and tested it using leader–subordinate dyadic data that are time-lagged to test our hypotheses.

Not all pressured, greedy, and opportunistic individuals actually commit white-collar crime. So what exactly is the common denominator for individuals to commit white-collar crime? This study investigates the propensity of an individual to commit white-collar crime and advances personality as an explanatory factor. Questionnaire survey data is collected from 357 undergraduate accounting students in a later year accounting course at a large university in Australia. Personality is measured using the Big Five Inventory. Support is provided for the view that individuals scoring lower in agreeableness and lower in conscientiousness have a higher propensity to commit white-collar crime. While no significant main effect associations emerged for extraversion, neuroticism, or openness to experience, inspection of individual parameter estimates revealed a significant negative association between neuroticism and propensity to commit white-collar crime but only in certain circumstances.

The purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do personality traits play in moderating that relationship?”

The paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM.

The paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship.

The study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood.

The paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation.

The research model is tested for the first time in the Lebanese higher educational sector.

We use disaggregated survey data set to investigate the impact of personality traits on the level of education in the USA. We attempt to shed light on the contribution of each of the Big Five personality traits on the education decision made by the individuals.

We use the quantile regression analysis in order to investigate to what extent certain aspects of personality may help an individual to invest in education.

Our findings uncover a significant effect of noncognitive skills on the level of education. It is shown that people with high emotional stability and agreeableness invest in human capital, especially when we move to the higher quantiles of the conditional distribution function. Moreover, we argue that the estimated signs of the traits remain stable across the quantiles, while the relevant curvatures indicate for the first time in the empirical literature, the presence of nonlinear effects. Last, our model survived robustness checks under the inclusion of two aggregated higher-order factors, namely “Alpha” and “Beta.”

Although we used several control variables (e.g. Gender, Age) to address the impact of noncognitive skills on education, special attention should be given to the use of additional socioeconomic indicators such as the skin color of participants, the urbanization rate, the level of unemployment, the level of income, parental education among others. These measures affect the causality driven by the inclusion of certain economic and demographic characteristics and minimize the endogeneity bias drawn from the inclusion of the sample variables. One additional limitation is that the survey-based data refer only to people with higher education (>13 years of study). Therefore, our empirical findings must be tested on a richer sample to capture the effect of personality traits on a broad spectrum of educational stages (e.g. early learning years, primary education, secondary education, etc.).

Our empirical findings add enough new insights to the existing literature. First, we attempt to assess the role of noncognitive skills proxied by the Big Five Inventory (hereafter “BFI”) on the education decision made by the individuals. Second, we provide fresh evidence of nonlinear effects between personality traits and education totally ignored by the existing literature. Our third contribution is to analyze the role of personality in enhancing the importance of investment in higher education as a determinant of individual behavior. In this way, we contribute to the growing field of behavioral economics since the study of noncognitive skills offers a range of new ideas and expanding research opportunities for social scientists (economists, psychologists, sociologists, etc.).

The joint influence of personality traits, age and gender on environmental citizenship behavior (ECB) is relatively unknown among youth. Therefore, the purpose of this paper is to investigate the independent and joint influence of the Big Five traits, age and gender on the three dimensions of ECB of students in a Nigerian university community.

A quantitative cross-sectional survey was adopted to collect data from 290 students in a Nigerian university.

The findings show that personality traits of openness and agreeableness were more related with eco-initiatives and eco-helping. Likewise, traits of openness, conscientiousness, extraversion and agreeableness were more associated with eco-civic engagement. Age was also consistently associated with the three dimensions. The Big Five traits, age and gender also have joint influence on the dimensions of ECB.

This is a self-reported survey, which limits the ability to draw any firm conclusions regarding the causal relationship between the study variables. Future research needs to consider other methods suitable for establishing causal relationship.

The findings imply that knowing the associations of personality traits, age and gender with environmental actions can help organizers of environmental initiatives to target their recruitment messages toward youth who might be pre-disposed to taking environmental actions, and also consider alternative actions that might appeal to their counterparts.

The originality of this paper lies in combining personality traits, age and gender to gain a better understanding of the three dimensions of ECB in a student sample against monolithic approach of authors of previous studies.