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Procedia - Social and Behavioral Sciences 112 ( 2014 ) 133 – 140

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).doi: 10.1016/j.sbspro.2014.01.1147

ScienceDirect

International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013)

Personality Type and Peculiarities of Teacher‟s Professional

Motivation in the Context of Sustainable Education

Svetlana Gusevaa*, Valerijs Dombrovskisa , Sergejs Capulisa aDaugavpils University, Parades iela 1, Daugavpils, LV-5401, Latvia Abstract One of the major aspects of sustainable education is personality type and the hierarchy of motives in the teacher ‟s professional activity motivation. If the motives related to satisfying basic needs play the major role in the teacher ‟s professional development, the personality type remains an unfulfilled potential. The participants in the research were primary school teachers and primary and basic school sports teachers. C. Zamfir ‟s Work Motivation Inventory (WMI) has been used to study the hierarchy of motives in the teacher ‟s professional activity motivation structure; N. Obozov‟s inventory “Determining Personality Type” (DPT) has been used to identify the teacher ‟s personality type. The motives related to satisfying basic needs play the major role in the teacher ‟s motivation structure. No statistically significant correlation between personality type and professional activity motivation has been detected. The necessity to satisfy meta-needs related to professional growth and self-realisation motives is being actualised only on condition basic needs are satisfied. © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Dr Zafer Bekirogullari. Keywords: motivation to work; primary school teacher; sports teacher; type of personality 1. Introduction

Sustainable development is self-sufficient and continuous development that makes a qualitative basis for a person‟s vital activity. The quality of one‟s vital activity is connected with his/her meta-needs satisfaction. Sustainable development contributes to personal and professional growth needs satisfaction, as well as to a

* Corresponding author. Tel.: +371-654-28636; fax: +371-654-25452. E-mail address: [email protected]

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© 2013 The Authors. Published by Elsevier Ltd.Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).

134 Svetlana Guseva et al. / Procedia - Social and Behavioral Sciences 112 ( 2014 ) 133 – 140

person‟s inner potential and abilities realisation. Sustainable development necessary for a person‟s qualitative vital activity is based upon the use and conservation of resources, i.e. upon the conservation of personality inner potential and his/her unique nature (Corcoran & Wals, 1999). Therefore, investments into education are an indicator of sustainable development.

Qualitative education and vital activity of a teacher are human resources that have to be invested into the sustainable development of education today with the prospect into the future. One of the conditions of sustainable development in education is the quality of teaching-learning (Hart, 1997). Pupils‟ cognitive activity is determined by their wish to learn as well as by the teacher‟s professionalism and ability to motivate pupils for learning new things. Despite the teachers‟ high level of pedagogical and methodological qualification, the problem of pupils ‟ qualitative knowledge acquisition remains topical.

In our opinion, pupils‟ cognitive activity is determined by the hierarchy of motives in the teacher‟s professional activity motivation structure (Heckhausen & Heckhausen, 2010) and his/her individual-psychological peculiarities shaping his/her personality type (Obozov & Shchyokin, 2008). The three-component structure of personality devised by N. Obozov (1997), a humanistic trend representative, gives an opportunity to determine a person‟s behaviour peculiarities and his/her personality type: emotional-communicative, regulative-business and intellectual-cognitive.

All the three components are present in a person‟s behaviour, one dominating the other two. One of the components domination allows determining a teacher‟s personality type. Emotional-communicative component domination emphasises a person‟s ability to empathise with the others. Such people are good social organisers capable of establishing contacts and interaction. Regulative-business component domination testifies to a teacher‟s high level of professionalism and his/her ability to put into practice the gained knowledge and skills. They are good professional activity organisers. The domination of intellectual-cognitive component in a person‟s behaviour indicates his/her profound knowledge as well as the ability of fast innovation knowledge acquisition. The above teachers‟ classification into types is conventional; however, it helps to determine personality individual-psychological peculiarities: his/her potential abilities, motivation, unique nature and originality (Obozov, 2011).

However, a person‟s vital activity, his/her needs satisfaction and motivation peculiarities either preserve or make level the typological originality of personality, which hampers self-actualisation. The hierarchy of motives in the professional activity motivation structure is often determined by social-economic well-being of a society and the satisfaction of basic needs and meta-needs of its members. The necessity to satisfy meta-needs related to professional growth and self-realisation motives is being actualised only when basic needs are satisfied.

Basic needs satisfaction is connected with certain social security level: minimal income, health insurance policy, pension fund accumulation. Meta-needs satisfaction is connected with the necessity of social support, professional achievements, belonging to a certain social and professional group. The highest level of meta-needs manifestation is self-actualisation and self-determination of personality, the need to realise their inner potential irrespective of the recognition of the surrounding people (Maslow, Frager & Fadiman, 1997).

The needs satisfaction is reflected in the professional activity motivation structure, putting it more precisely, in the hierarchy of motives (Dombrovskis, Guseva & Murasovs, 2011). The motive as an activator is the source and the reason of a purposeful activity (Rubinshtein, 2011). The hierarchy of motives in the professional activity motivation structure of different personality types of teachers will be identical (Rean, 2008), but the motives will have a different driving force and meaning (Erlandson & Pastor, 1981). Thus, the teachers‟ motives direction and force influence the process of cooperation with colleagues and pupils, as well as the sustainability of a qualitative educational process.


2. Methodology of Research 2.1. General background of research

The hypothesis formulated as „the individually-typological originality of personality remains an unfulfilled potential if the motives related to basic needs satisfaction are graded the highest in the structure of primary school teachers and primary and basic school sports teachers ‟ professional activity motivation structure‟ was based on the following principles:

Voluntary participation of respondents in the research; Confidentiality: respondents‟ personal data were not indicated; Individual approach – the understanding of the fact that there are no correct and incorrect responses, but

there is an individual point of view; The feedback to respondents - realised by explaining the obtained results and consulting.

2.2. Participants

The participants in the research were 26 primary school teachers and 30 basic and primary school sports teachers. 2.3. Instruments

The instruments used in the research were: A.Rean‟s (2008) modification of C.Zamfir‟s (1983) Work Motivation Inventory (WMI) that allowed to determine the leading motives in teachers ‟ professional activity motivation structure, and N.Obozov‟s (1997) “Personality Type Identification” – to determine a teacher‟s personality type. 2.4. Procedure

The work was done in two stages: the leading motives in the professional activity motivation structure and the individual peculiarities of personality type of the primary school teachers and primary and basic school sports teachers were determined. In addition, non-parametrical methods of the obtained results processing were used. 3. Research results

The research started from the study of personality type by means of Obozov‟s (1997) methodology. The obtained data are presented graphically in Fig 1 and Fig 2.


Fig. 1. The comparison of primary and basic school sports teachers‟ personality types.

The results show that emotional-communicative personality type dominates. Regulative-business primary and basic school sports teachers‟ personality type comes next as to its frequency of occurrence.

The smallest percentage – 10% - is taken by the intellectual-cognitive personality type of primary and basic school sports teachers. Fig. 2. The comparison of primary school teachers‟ personality types.

Emotional-communicative personality type dominates among the teachers of primary school. Next comes the intellectual-cognitive personality type of primary school teachers (35%); 19% of primary school teachers belong to regulative-business personality type. The results show that the percentage of the emotional-communicative personality type of primary and basic school sports teachers (55%) is close to that of the primary school teachers ‟ emotional-communicative personality type (46%). Among the sports teachers the second in frequency of occurrence personality type is the regulative-business one (35%), whereas the second in frequency of occurrence personality type among the primary school teachers (35%) is intellectual-cognitive.


At the second stage of the research the hierarchy of motives in the professional activity motivation structure of

the primary school teachers and primary and basic school sports teachers was studied. The obtained results are presented in Fig 3.

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Self-realisation Work satis faction Social s tatus Avoiding troubles Relationship with adminis tration Car eer gr owt h m ot ive Economical motive

Fig. 3. Comparative analysis of the peculiarities of the hierarchy of motives in the professional activity motivation structure of the primary school teachers and primary and basic school sports teachers

The respondents‟ hierarchy of motives analysis shows that the professional activity motivation structure of both the teachers‟ groups is identical. However, the significance and the percentage of the primary school teachers and primary and basic school sports teachers differ. Comparing the obtained results and considering that needs are the driving force of the motives the researchers have stated: material reward is the major motive in the the primary school teachers and primary and basic school sports teachers ‟ hierarchy of motives. Thus, basic needs satisfaction is the driving force of motivation. The next in gradation in both the teachers ‟ groups comes the motive related to the satisfaction of the need to feel pleased by the results of their work. Next come the motives based on the need in social prestige and collegues‟ respect. The last in gradation comes the motive of self-realisation in the field of their professional activity.

Further, to compare the individual peculiarities of the primary school teachers and primary and basic school sports teachers with their hierarchy of motives in the professional activity motivation structure the researchers used non-parametric statistic methods: Kruskal Wallis, Chi – Square.


Table 1. Statistic evaluation of primary and basic school sports teachers‟ personality type and

professional motivation Economical Career Relationship Avoiding Social Work Self- motive growth with troubles status satisfaction realisation motive administration Chi- 1.646 .388 .087 .664 1.522 .148 3.180 Square

df 2 2 2 2 2 2 2 p (Asymp. .439 .824 .958 .717 .467 .929 .204 Sig)

Table 1 reflects the results of the evaluation of the correlation between primary and basic school sports teachers‟ motives and their personality type by means of Kruskal – Wallis‟s method.

As p>0.05, we may conclude that the correlation between personality type and professional motivation structure is not statistically meaningful. The statistic evaluation of primary school teachers ‟ personality type and their professional motivation structure is reflected in Table 2. Similarly, p>0.05, which shows that no statistically meaningful differences between professional motivation structure and personality type have been detected.

Table 2. Statistic evaluation of primary school teachers‟ personality type and professional motivation

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Analysing the obtained results, we may state that the professional motivation structure of the three personality

types of respondents – primary school teachers and primary and basic school sports teachers – is similar as to its hierarchy of motives.


Discussion and Conclusions

The individual uniqueness of the teacher personality type is manifested in joint activity (Rubinstein, 2011). Personality type is a stable formation, formed by genotypic and phenotypic characteristics, and is not a determining factor to form the hierarchy of motives in the motivation structure of the teacher‟s professional activity. Ontogenetic and phylogenetic characteristics determine the potential, particularities, and uniqueness of an individual (Vygotsky, 2005).

When joint activity is being organized, the preference of the emotional-communicative type personality lies with the process of communication: cognitive activity is manifested through partners ‟ interaction and mutual understanding.

To stimulate cognitive activity, the regulative-transformational type personality uses organisational devices in joint activity: the outcome is being thoroughly planned.

The intellectual-cognitive personality type gives preference to scientific research and logical problem solving, i.e. the cooperation is based on the idea of cognition (Obozov, 1997).

One of the factors of stable development in education is the hierarchy of motives in the structure of the teacher‟s professional activity (Hart, 1997). Our research has shown that the personality type particularity does not appear, it and remains an unfulfilled potential, which does not contribute to sustainable development of education.

If the motives related to satisfying basic needs take the leading place in the motivation structure, the positive personality uniqueness becomes latent, and the personality type is not revealed in the pedagogical activity.

It is known that motivation is determined by the socio-cultural conditions and the teacher‟s well-being in the society (Maslow, Frager & Fadiman, 1997). The leading motives in the primary school teachers and the primary and basic school sports teachers‟ professional activity motivation structure are taken by the motives connected with material well-being. The teachers of the emotional-communicative and the regulative-transformational personality type evaluate the motive connected with the satisfaction from their work activity higher than do the intellectual-cognitive personality type teachers.

The intellectual-cognitive personality type teachers give a higher evaluation to the motive connected with avoiding the criticism from the authorities and the colleagues.

The primary school teachers and the primary and basic school sports teachers do not see any opportunity of self-realisation in their professional activity. In their opinion, the profession of a teacher has no prestige in contemporary society.

Thus, it has been stated in the research that the teacher‟s personality type does not determine the hierarchy of motives formation in the professional activity motivation structure, and it does not attach individual uniqueness to joint activity. Acknowledgements

The presentation of the research in the International Conference on Education & Educational Psychology (ICEEPSY 2013) is supported by European Regional Development Fund (ERDF) project "Promotion of international scientific cooperation of Daugavpils University". No. 2010/0194/2DP/2.1.1.2.0/10/APIA/VIAA/018/". References Corcoran, B. & Wals, A.E. (1999). (eds.) Higher Education and the Challenges of Sustainability. NY: Springer. Hart, R. A. (1997). Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. London: Routledge.


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