Investigating the Relationship between Positive Self-Concept and Success of Academic Staffs at University of Guilan, Iran

Abstract

The purpose of this research was to investigate the relationship between positive self-concept and success academic staffs at University of Guilan where 281 out of 500 contractual, official-experimental and official academic staffs were selected by simple random sampling in 2014-2015 academic year. The amount of effectiveness of factors such as academic staffs' responsibilities, risk taking, strong self-concept (feeling of merit and evaluation) on their position has been measured in this research. Research questions have also measured manager's personal traits (gender, age, and education level, field of study, work experience and teaching experience). For collecting information of this research which is correlation type, two questionnaires with 51 questions have been used in Likert spectrum. The results showed that there is a significant relationship between positive self-concept and success of academic staffs' variables and personal traits which are female and male academic staffs' education degree, work experience, professional experience and faculty. Also, behavioral sciences academic staffs (psychology, counseling and social sciences) generally had higher positive self-concept.

Teachers’ Self-Concept and Its Benefits for Science Education

“…The same premise is valid for teachers and their self-concept. Teachers' attitude towards their own selves is crucial to the process of teaching and learning since it directs this process to teachers' identification of their own abilities, talents, interests and motivation, which in turn have an impact on the process of teaching (Sadeghi et al, 2015). Self-concept is also a teacher's awareness of their own personality.…”