Andrian A. Dela Cruz
New Era University
How to Cite:
Dela Cruz, A. A. (2019). Relationships among teachers’ perceived control, personality traits, burnout, and student misbehavior. NEU Knowledge Journal: A Compilation of Researches of New Era University Faculty, Staff, Students, and Administrators, 1(1), 25–47. https://doi.org/10.64303/neu-urc-knowledge-2019-ReAmTePeCo
Abstract
This study examined the relationships among teachers’ perceived control, personality traits, student misbehavior, and teacher burnout. Participants were 236 kindergarten and elementary teachers. Descriptive statistics indicated moderately high levels of perceived control: personal (M = 4.94, SD = 0.76), interpersonal (M = 4.52, SD = 0.80), and socio-political (M = 4.70, SD = 0.81). Among the Big Five personality traits, conscientiousness (M = 3.32, SD = 0.40), agreeableness (M = 3.29, SD = 0.41), and intellect/imagination (M = 3.20, SD = 0.40) received the highest ratings, falling in the “neither accurate nor inaccurate” range, whereas emotional stability was rated as “inaccurate” (M = 2.97, SD = 0.54). Teachers reported a moderate level of student misbehavior (M = 3.91, SD = 0.86), with peer-related behavior being most prevalent (M = 4.28, SD = 1.18), followed by adult-related behavior (M = 4.18, SD = 1.13) and setting events (M = 3.99, SD = 1.24). Correlation analysis showed strong interrelationships among perceived control and personality traits. Perceived control and personality traits had significant low to moderate associations, the strongest being between emotional stability and sociopolitical control (r = .295, p < .01). Student misbehavior was weakly but significantly correlated with all perceived control highest with socio-political control (r = .260, p < .01). Teachers’ burnout showed a statistically significant but weak positive correlation with emotional stability (r = .176, p < .01). All other correlations involving burnout were non-significant, suggesting that teachers’ burnout may not be strongly associated with the measured control or behavioral variables in this study.
Keywords: perceived control, burnout, students ‘misbehavior, teachers’ personality
Introduction
“Burnout” is a syndrome conceptualized as a result of chronic workplace stress that has not been successfully managed. It has three dimensions, which are feelings of energy depletion and exhaustion, cynicism related to one’s job, and reduced professional efficacy (World Health Organization, 2019). Among all occupations, teaching is one of the highly stressful jobs (Johnson, et al., 2005) wherein early childhood teachers are most susceptible to stress yielding to burnout due to their work demands (Michigan State University, 2017). A wellestablished relationship of teachers with their administrators, peers, communities, or students can be affected because of burnout. (Rottier, et al., 2001)
Researchers constructed possible reasons for teachers’ burnout pointing to teachers’ perceived control. As defined by Chipperfield, et al., (2012), perceived control involves influence over one’s action and contingency beliefs that a given response will influence an outcome. According to Pei, et al., (2009) the higher the perceived control the lower the three dimensions of job burnout. Moreover, perceived control affects psychological health through emotional exhaustion: the higher the perceived control, the lower emotional exhaustion, and the better psychological health will become. Hence, classroom teachers who cannot control situations in their lives (Bevis, 2008) are more likely to suffer from burnout that makes them (Fore et al.,2002) less effective and leaves the profession.
An extensive line of research has identified common stressors in the teaching profession (Kyriacou, 2011). One of these stressors is pupils’ misbehavior which found to be the most influential stressor that contributes to the three dimensions of teachers’ burnout (Aloe et al., 2014) and attributes teachers to quit their profession (Buchanan, 2010). As grouped in the study of Erdem, Koçyiğit, (2019) interfering with class discussion, uninterested in the lesson, inappropriate behaviors towards academics, and peers, and disobeying the rules are categories of misbehaviors among children. Teachers frequently complain that these disturbing behaviors in the classroom are intolerable (Johnson & Fullwood, 2006) and spend most of the time-wasting energy and effort in dealing with them (Shen et al., 2009). Thus, failing to overcome this stressor has a big impact on teachers’ personality as well.
Teaching is looked upon by other professions at the highest pedestal bringing honor and glory to teachers. However, this reputation is questioned with controversies like lack of preparation and feeling constrained in handling work problems (Oulton, et al.,2004), inflicting corporal punishment to maintain classroom discipline (Morrell, R. 2001; and Dupper, & Dingus, 2008), job stress over long periods of times. These controversies contribute to burnout (Richmond, 2001).
Some of the solutions to uplift the degraded morals is overcoming controversies and to ensure good rapport between teachers and their students. As suggested by Sun, and Shek, (2012) to lessen the gradual effect of students’ misbehaviors in the classroom, teachers should identify what exactly these behaviors are. These misbehaviors can be easily controlled once identified and the application of an appropriate action to control their impact before possible occurrences as perceived by teachers is deemed helpful for effective and efficient delivery of instruction.
Although the link between perceived control and other interventions including students’ misbehaviors has been established, the relationship between perceived control and teachers’ burnout of the respondents through teachers’ personality and student misbehavior remains unexplored which makes this study one of a kind.
Research Questions
1. What is the level of perceived control among teacher respondents over events affecting their personal, interpersonal, and socio-political experiences in their professional lives?
2. What is the level of personality traits of the respondents?
3. To what extent do the teacher respondents think students show misbehavior influenced by peers, adults, or setting events?
4. What is the level of burnout among teacher respondents in Abra?
5. What is the relationship among perceived control, personality traits, students’ misbehavior and teachers’ burnout?
Methodology
Research Design
This study employed a descriptive, quantitative correlational research design to assess the levels of teacher burnout, student misbehavior, teacher personality, and perceived control among kindergarten and elementary teachers. This design was chosen because it allows for the systematic collection of numerical data to describe existing conditions and to identify the strength of relationships among variables without manipulating them (Creswell & Creswell, 2018).
The descriptive component of the design was used to determine the current status of each variable, while the correlational component examined the associations between variables such as perceived control and student misbehavior, personality traits and teacher burnout, and perceived control and personality traits. This non-experimental approach was deemed appropriate as the study aimed to explore naturally occurring relationships rather than establish cause-andeffect linkages.
By using this design, the study was able to provide both a statistical summary of the variables and insight into how they may be related, which can serve as a basis for further experimental or longitudinal research.
Participants
The respondents of the study came from the three (3) biggest districts in the Schools Division of Abra namely:
Bangued District, Tayum-Dolores District, and ManaboBucay District. The researcher used a multi-stage and random sampling technique to select the respondents of the study from the said school districts in Abra.
A total of 236 participants were included in the study. Given that the analysis involved computing Pearson’s r correlation coefficients among 13 continuous variables, a total of 78 unique pairwise correlations were examined {(13×12) /2=78}, as shown in Table 6.
To control for the increased risk of Type I error due to multiple comparisons, a Bonferroni correction was applied, adjusting the alpha level to =0.05/78 ≈ 0.00064. A power analysis was conducted using G*Power under the Exact test family, using the Correlation: Difference from a constant statistical test, with a two-tailed hypothesis, medium effect size (r = 0.30), and α = 0.00064.
Results indicated that a minimum of approximately 193 participants would be required to achieve a power of 0.80. Therefore, the final sample size of 236 participants (with 20% allowance) was deemed sufficient to detect medium effect size with adequate statistical power, even under strict alpha adjustment for multiple tests.
Instrument
The following survey instruments were used to measure the variables of the study:
The interactive version of the Spheres of Control Scale (SOC-3) was developed by (Paulhus, 1990) is a multidimensional 30-item scale that measures the locus of control. It was originally designed to assess personal control, interpersonal control, and socio-political control. This scale is now in its third revision. Although Versions 1 and 2 had been scrutinized using factor analysis, no published studies have yet examined the factor structure of Version 3. Items are rated on 7- point Likert scales ranging from “disagree” to “agree”. The scale’s Cronbach’s alpha is 0.896 which means the interactive version of the Spheres of Control Scale (SOC-3) is highly reliable.
The Big-Five Personality Traits Test was developed by Goldberg (1992). It is a 50-item personality test that measures the five personality factors: Extraversion; Agreeableness; Conscientiousness; Emotional Stability; and Intellect/ Imagination. The Big-Five model of personality is widely considered to be the most scientifically robust way to describe personality differences. It is the basis of most modern personality research. Items were rated as 1 -Very Inaccurate, 2. -Moderately Inaccurate, 3. -Neither Accurate nor Inaccurate, 4 -Moderately Accurate, or 5 -Very Accurate. Analysis of its reliability using the actual data of the study yielded a Cronbach’s alpha of .892 which means that it is highly reliable.
The Problem Behavior Questionnaire (PBQ) Lewis, T.J. et al., (1994) is a 15-item teacher-based instrument to develop functional hypotheses of problem behavior in a general education setting. Preliminary studies indicate that the questionnaire offers a practical, easy assessment method that considers the potential effects of peer attention on problem behavior. Items were rated as 1 -Never, 2 -10%, 3 -25%, 4 -50%, 5-75%, 6-90% and 7 -Always. Analysis of its reliability using the actual data of the study yielded a Cronbach’s alpha of .944 which means that it is highly reliable.
Teachers’ Burnout Scale was developed by Richmond, V. et al., (2001) is a 20-item scale that measures the indication of teachers’ burnout. Burnout can lead to very aberrant behavior on the part of teachers-including resignation, emotional outbursts, and other irrational behaviors. Items were rated as 1 -Strongly Disagree, 2 -Disagree, 3 -Neutral, 4 -Agree, and 5 -Strongly Agree. Analysis of its reliability using the actual data of the study yielded a Cronbach’s alpha of .953 which means that it is highly reliable.
Data Analysis
Research problem numbers one to four were analyzed using mean and standard deviation to describe perceived control, teachers’ personality, students’ misbehaviors, and teachers’ burnout of the respondents. Relationships between variables were determined using the Pearson r. The correlation and other descriptive statistics were obtained using IBM SPSS version 20.
Results and Discussion
What is the level of perceived control among teacher respondents over events affecting their personal, interpersonal, and socio-political experiences in their professional lives?
Table 1 discloses the perceived control of the respondents along with personal, interpersonal, and socio-political. On the whole, the respondents had somewhat agreed that they have perceived control (M = 4.723, SD=.723) along the aforementioned dimensions. In specific, the respondents were found to have the highest perception of control along personal (M=4.943, SD=.756) followed by socio-political (M=4.704, SD=.806), and the interpersonal (M=4.522, SD=.800). This means that the respondents teaching career is entirely within their control as resulted in their hard works, determination, abilities, and even support from the people around them.
What is the level of perceived control among teacher respondents over events affecting their personal, interpersonal, and socio-political experiences in their professional lives?
Table 1 discloses the perceived control of the respondents along with personal, interpersonal, and socio-political. On the whole, the respondents had somewhat agreed that they have perceived control (M = 4.723, SD=.723) along the aforementioned dimensions. In specific, the respondents were found to have the highest perception of control along personal (M=4.943, SD=.756) followed by socio-political (M=4.704, SD=.806), and the interpersonal (M=4.522, SD=.800). This means that the respondents teaching career is entirely within their control as resulted in their hard works, determination, abilities, and even support from the people around them.
This implied that the respondents recognized their responsibility, develop a relationship with peers, and had taken active part in the political and social affairs which they perceived as factors highlighting their teaching career. Toussi, M. (2012), the extent to which people control the events that impact their lives were linked with the perception of having more control over life circumstances as well as more personal responsibility for outcomes.
Research Question 2
What are the levels of personality traits of the respondents?
It can be derived from the table that the respondents described their personality: extraversion (M= 3.167, SD=.380), agreeableness (M=3.286, SD=.413), conscientiousness (M=3.315, SD=.397), and intellect/imagination (M=3.201, SD=.399) as neither accurate nor inaccurate. The findings suggested about extraversion that even the respondents were sociable and action-oriented, some of them were reserved and preferred to work at their own pace. Göncz, L. (2017) found that reasonable extraversion is necessary as it is linked with friendliness, self-confidence, and positive emotions. Kim, L. et al., (2019) affirmed that classroom teaching requires confidence for social interaction. Thus, gregariousness, persuasiveness, and sociability which are associated with extraversion are advantageous traits for effective and efficient delivery of instruction.
Agreeableness denotes that the respondents were somehow compassionate, eager to please, and prefer cooperation over competition and conflict. Studies explained the importance of having a promising level of agreeableness to both teachers and students: (Tamban, & Banasihan, 2017) high in agreeableness are emphatic, altruistic, and friendly while the low is more aggressive and less cooperative, (Pianta et al., 2009) high agreeableness helps create positive and conducive learning environments needed by the students, and (Kim and MacCann, 2018) agreeableness is the strongest predictor of overall teacher evaluation.
On the other hand, the reasonable conscientiousness of the respondents explained that they are systematic, wellorganized, and had a strong sense of duty but sometimes were less careful and focused. Related studies affirmed this finding that (John et al., 2008) high level of conscientiousness helped individuals to be highly focused, responsible and organized.
The reasonable intellect /imagination, also called openness of the respondents, confirms that they are receptive to trying new experiences and ideas. They often look at themselves as imaginative, creative, and willing to consider the opinions and views of others. The advantages of having a high intellect/ imagination trait are confirmed by scholars (John et al., 2008). High openness means being intellectually curious, being creative, and liberal (Judge et al., 2013). This trait can be an important predictor of job performance (Klassen et al., 2017). Openness is aligned with resiliency, which measures flexibility in lesson delivery and persistence under pressure (Patrick, 2011). Openness among teachers is the strongest predictor of overall class ratings and student learning.
This can be true to the early childhood teachers not only in the Schools Division of Abra but nationwide as well. Most of them if not all were given the maximum of six or more teaching loads from Mondays to Fridays with only 50 minutes of vacant time per day. Also, they were given 3 or more advisorships too in school clubs and organizations like Twinkler and KAB scouts, Feeding Program, dance, art, music, subject-related clubs, student organization, and special assignment as coordinator of the different school banner programs that address low students’ performance in numeracy and literacy. The preparation of daily lessons and instructional materials is already a sacrifice that teachers need to be committed every day. Thus, adding more to accomplish is too much burden on their part which could affect their instructional performance. A report from the Pennsylvania State University revealed that teaching is one of the most stressful occupations today (Greenberg, Brown, and Abenavoli, 2016). It affected teacher health and well-being, exhaustion, lack of engagement, job dissatisfaction, and poor performance.
The effect of having issues with emotional stability is disclosed with the studies (Frenzel et al., 2018). Teachers are emotional contagions; and this can be transmitted to students, (Kim, et al., 2019) students become anxious and nervous when observing an anxious and nervous teacher, and (Becker, 2014) mood can influence class emotion and the quality of the lesson as well. Having then, a high level of emotional stability helps teachers (Khatoon, 2015) experience greater professionalism,(Sheema, 2005) only emotionally stable people can experience true empathy.
Research Question 3
To what extent do the teacher respondents think student show misbehavior influenced by peers, adults or setting events?
Table 3 reveals that respondents believe misbehavior among children had a 50% chance of occurrences through peer (M=4.284, SD=1.184) and adults (M=4.178, SD=1.127) interventions higher than in the setting events (M=3.994, SD=1.241). This means that the respondents considered peer intervention as the topmost contributory factor which influenced misbehavior among students who were followed by adult involvement and classroom events.
This finding corroborated with that of (Obaki, 2017) children’s social behaviors depend on both human and physical environment factors. The influence of peers in the misbehavior of children was disclosed by scholars (Tomé, et al., 2012) peers had a direct influence on adolescents’ risk behaviors, (Chimwamurombe, 2011) peer pressure and the socio-economic status of the school were the most contributing factors of misbehaviors, (Giancola, 2000) negative peer influence greatly increased a student’s risk behavioral problems, (Van Ryzin & Dishion, 2013) associating with the wrong peer group could put students at risk to school dropout, substance abuse, and violent behavior.
As reiterated by Delucas, (2018) misbehavior could bring a myriad of problems in the school system. (Obaki, 2017) early childhood and elementary school teachers could experience positive and negative behavior of children. Nowadays, young children are not far from committing misbehavior in class. Thus, it’s a prime responsibility and concern of teachers to act and do something concerning the misbehavior of students.
Research Question 4
What is the level of burnout among teacher respondents in Abra?
Table 4 explains that the respondents had few burnout feelings with (M=1.564, SD=.495). This means that their level of burnout was not that too serious and still manageable and tolerable to some extent. This means that the respondents look positively at the different challenges they come across with their teaching job and responsibilities, communicating with students, and socializing with colleagues.
Even though early childhood teachers in the Schools Division of Abra were often exposed to stressful situations they still manage to combat these with their resilient personality. This personality of Filipino teachers was lauded globally. In an article posted by Carol Tanjutco in usa.inquirer.net, Filipino teachers were highly praised and in demand in the USA, reputable employers say that they exhibit excellence, professionalism, and the highest sense of responsibility. Reyes, C. & Valencia, M. (2014) confirmed in their study the competitive edge of migrant Filipino teachers abroad. According to Viernes, R. & de Guzman A. (2005), Filipino teachers accepted that tension and conflict were parts of their teaching career, hence, they were not seriously bothered and affected by them.
Table 5 shows the results of the Shapiro-Wilk Test which explains that the data of the study are normally distributed with p-value > 0.05.
Research Question 5
All pairwise correlation of the variables were either not significant or only weakly significant at α = 0.001. This suggest that the correlations involving teachers’ burnout may not be strongly associated with the measured control or behavioral variables in the study.
Recommendation
The researcher recommends that a seminar-workshop to uplift the moderate interpersonal control can be included as one of the topics during the In-service Training (INSET) for teachers to help them handle interpersonal relationships effectively. The Schools Division of Abra can conduct a division wide emotional fitness sessions at the end of each grading period to help the respondents cultivate emotional stability. The respondents can establish a well-defined classroom rule, model appropriate behaviors, and conduct regular meetings discussing both the good and the things they need to improve regarding students’ behaviors in class. The continuous implementation of the Professional Development Plan is deemed necessary to address the low emotional stability which can contribute to the burnout issue among early childhood teachers of the Schools Division of Abra. A qualitative approach in research is highly recommended for future researchers to venture on the unique context of the variables used in the study.
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