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首页> 外文期刊>International Journal of Psychology and Behavioral Sciences >The Significance of Preschool Teacher’s Personality in Early Childhood Education: Analysis of Eysenck’s and Big Five Dimensions of Personality
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The Significance of Preschool Teacher’s Personality in Early Childhood Education: Analysis of Eysenck’s and Big Five Dimensions of Personality

机译：学龄前教师人格在幼儿教育中的意义：艾森克和人格大五维度的分析

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Considering the significance of the preschool teacher’s influence on early childhood, it is relevant to put in the research focus their personality characteristics. Therefore, the main question of this study was to explore personality traits of preschool teachers. A personality analysis was run and discussed within two personality models: Eysenck’s and Big Five personality model. Subjects were preschool teachers (N=92), all females, with the mean age of 30 years, ranged from 21 to 49 years. Personality traits analyses within both personality models showed higher levels of extraversion, agreeableness, consciousness, openness to experience and social conformity than normative sample. Psychoticism level was similar to the one from normative sample, and neuroticism levels (Eysenck’s and Big5) were lower than in normative sample. The results were discussed in the frame of the significance of preschool teacher personality as a role models and (none)desirable personality traits in the context of early and preschool care and education.
机译：考虑到幼儿教师对幼儿的影响的重要性，有必要将研究重点放在幼儿的人格特征上。因此，本研究的主要问题是探索幼儿教师的人格特质。进行了人格分析，并在两种人格模型中进行了讨论：艾森克和大五人格模型。受试者为学龄前教师（N = 92），所有女性，平均年龄为30岁，范围为21至49岁。两种人格模型中的人格特质分析均显示，与标准样本相比，外向性，亲和力，意识，开放经验和社会整合程度更高。精神病水平与标准样本相似，而神经质水平（艾森克和Big5）则低于标准样本。在对幼儿教师人格作为榜样的重要性和（早期）幼儿保育和教育背景下（无）理想人格特征的意义的框架内讨论了研究结果。

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