Readiness for information security of teachers as a function of their personality traits and their assessment of threats

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>This study examines the impact of personality traits on the degree of challenge experienced by individuals with respect to the threat on their information, the evaluation of their self-efficacy to secure the information and hence, their readiness to secure information.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>The study's population consisted of 157 teachers from various educational institutions across Israel. We used five questionnaires to gather data.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>Findings reveal a link between participants' personality traits, situation evaluation indicators and their readiness to secure information. Further, the greater subjects' information security awareness and familiarity with information security concepts, the better their application of the tools for securing information will be.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The importance of this research lies primarily in that it highlights the importance of individual differences while dealing with information security awareness. The findings constitute a theoretical and empirical basis for building tools toward guiding teachers to protect their information, as well as for devising educational and pedagogic programs for making a cultural change.</jats:p></jats:sec>

Human and contextual factors influencing cyber-security in organizations, and implications for higher education institutions: a systematic review

“…A line of research has investigated individual differences in cyber-security related behaviour in terms of demographic factors, specifically, gender, age, educational qualification, computational skills and experience (Alzubaidi, 2021; Anwar et al , 2017; Ifinedo, 2012; Whitty et al , 2015; Wiley et al , 2020; Yan et al , 2018). Simultaneously, a parallel line of research has shed light on cognitive and psychological antecedents of behaviour such as attitudes, knowledge, internet addiction, impulsivity (Hadlington, 2017; Hadlington and Parsons, 2017; Nunes et al , 2021; Palanisamy and Wu, 2021), personality traits (Aharony et al , 2020; Shropshire et al , 2015; Warrington et al , 2021), perceived cyber-security threats and online self-disclosure behaviour (Bouhnik et al , 2021), moral disengagement (Hadlington et al , 2021), moral intensity (Lankton et al , 2019), work identity and locus of control (Hadlington et al , 2019), self-efficacy and perceived behavioural control (Hu et al , 2012), vicarious mastery experiences and personal responsibility (Shillair et al , 2015).…”