Illuminating the Impact of Personality Factors and Self Efficacy on College Educators' Job Satisfaction: A Correlation Study

Abstract

This cross-sectional study examined the combined effects of personality factors and self-efficacy on job satisfaction among college teachers in Sargodha, Pakistan. The study, conducted with n= 300 participants, aimed to explore how personality traits openness, conscientiousness, extraversion, agreeableness and neuroticism and self-efficacy influence job satisfaction in the educational sector. Data was collected using purposive sampling and self-report measures, including the Big Five Personality Scale, self-efficacy scale and job satisfaction questionnaire. Results revealed positive correlations between extraversion, agreeableness, conscientiousness, openness, self-efficacy and job satisfaction. However, neuroticism showed no significant correlation with job satisfaction. The findings suggest that individuals with certain personality traits, such as being open-minded, cooperative and conscientious, along with high self-efficacy, are more likely to experience job satisfaction in the college teaching profession. Recommendations for education sectors include implementing activities to enhance job satisfaction by focusing on recruiting individuals with stable personalities and high self-efficacy. Additionally, efforts could be made to address gender-specific timing arrangements for teachers to promote equal opportunities and satisfaction. Limitations of the study include the small sample size, limited geographical scope and reliance on self-report measures. Future research could explore longitudinal studies and incorporate qualitative methods to complement quantitative findings. Despite these limitations, the study contributes valuable insights into the relationship between personality, self-efficacy and job satisfaction in educational settings.