A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers

The study examined a hypothesized structural model which postulated the relationships between: 1) five personality factors which are extraversion, agreeableness, conscientiousness, neuroticism and openness; 2) the perceptions of the school as a learniqg organization; 3) engagement in workplace learn...

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Main Author:	Tengku Faekah, Tengku Ariffin
Format:	Thesis
Language:	eng
Published:	2010
Subjects:	LB2801-3095 School administration and organization
Online Access:	https://etd.uum.edu.my/2112/1/Tengku_Faekah_Tengku_Ariffin.pdf
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id	my-uum-etd.2112
record_format	uketd_dc
spelling	my-uum-etd.21122022-05-11T07:07:01Z A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers 2010 Tengku Faekah, Tengku Ariffin Awang Hashim, Rosna Yahya , Khulida Kirana College of Arts and Sciences (CAS) College of Arts and Sciences LB2801-3095 School administration and organization The study examined a hypothesized structural model which postulated the relationships between: 1) five personality factors which are extraversion, agreeableness, conscientiousness, neuroticism and openness; 2) the perceptions of the school as a learniqg organization; 3) engagement in workplace learning activities; and, 4) job performance. The main objective of this study was to determine the role of engagement in workplace learning activities as a plausible mediating variable between personality and perceptions of the school as a learning organization, and job performance of teachers by testing a hypothesized structural model. Using responses to a 119-item survey (n=366) among secondary school teachers in one of the states in Malaysia, the structural model was tested against the data for its fitness, via AMOS version 16.0. Results indicated that engagement in workplace learning activities was a significant mediator for the relationships between teacher personality factors of conscientiousness, extraversion and openness to experience, teachers' perceptions of the school as a learning organization and job performance. The percentage of variance explained by these variables in workplace learning was 61% and in job performance was 48%. In line with the two-step approach in structural equation modeling and due to the adaptation and translation of the instruments, the study also established validity of the Bahasa Malaysia version of the measures via confirmatory factor analysis (CFA). Additionally, findings on gender, subject taught, age and tenure(years of teaching experience) differences in the five personality factors, teachers' perceptions of the school as a learning organization, engagement in workplace learning activities and job performance revealed that: 1) the female teachers rated themselves as more agreeable than the male teachers; 2) teachers who were less than 30 years old and between 31-40 years rated themselves as more neurotic than those who were more than 50 years; and, 3) the junior teachers rated their teaching performance as significantly lower than the seniors. Besides that, the study also included examination of the interrelationships between the constructs and found that 17 of the 18 postulated relationships were significant at p<.05. The findings support the assumptions in the Kurt Lewin's Field Theory that there exist relationships between a person (teacher personality factors) and his or her environment (perceptions of ,the school as a learning organization), which influences his or her behavior (engagement in workplace learning activities and job performance). In addition, it also highlights the role of engagement in workplace learning activities as a significant mediator in explaining the relationships. Finally, theoretical and practical implications are discussed in the context of teacher professional development and performance. 2010 Thesis https://etd.uum.edu.my/2112/ https://etd.uum.edu.my/2112/1/Tengku_Faekah_Tengku_Ariffin.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng
advisor	Awang Hashim, Rosna Yahya , Khulida Kirana
topic	LB2801-3095 School administration and organization
spellingShingle	LB2801-3095 School administration and organization Tengku Faekah, Tengku Ariffin A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers
description	The study examined a hypothesized structural model which postulated the relationships between: 1) five personality factors which are extraversion, agreeableness, conscientiousness, neuroticism and openness; 2) the perceptions of the school as a learniqg organization; 3) engagement in workplace learning activities; and, 4) job performance. The main objective of this study was to determine the role of engagement in workplace learning activities as a plausible mediating variable between personality and perceptions of the school as a learning organization, and job performance of teachers by testing a hypothesized structural model. Using responses to a 119-item survey (n=366) among secondary school teachers in one of the states in Malaysia, the structural model was tested against the data for its fitness, via AMOS version 16.0. Results indicated that engagement in workplace learning activities was a significant mediator for the relationships between teacher personality factors of conscientiousness, extraversion and openness to experience, teachers' perceptions of the school as a learning organization and job performance. The percentage of variance explained by these variables in workplace learning was 61% and in job performance was 48%. In line with the two-step approach in structural equation modeling and due to the adaptation and translation of the instruments, the study also established validity of the Bahasa Malaysia version of the measures via confirmatory factor analysis (CFA). Additionally, findings on gender, subject taught, age and tenure(years of teaching experience) differences in the five personality factors, teachers' perceptions of the school as a learning organization, engagement in workplace learning activities and job performance revealed that: 1) the female teachers rated themselves as more agreeable than the male teachers; 2) teachers who were less than 30 years old and between 31-40 years rated themselves as more neurotic than those who were more than 50 years; and, 3) the junior teachers rated their teaching performance as significantly lower than the seniors. Besides that, the study also included examination of the interrelationships between the constructs and found that 17 of the 18 postulated relationships were significant at p<.05. The findings support the assumptions in the Kurt Lewin's Field Theory that there exist relationships between a person (teacher personality factors) and his or her environment (perceptions of ,the school as a learning organization), which influences his or her behavior (engagement in workplace learning activities and job performance). In addition, it also highlights the role of engagement in workplace learning activities as a significant mediator in explaining the relationships. Finally, theoretical and practical implications are discussed in the context of teacher professional development and performance.
format	Thesis
qualification_name	Ph.D.
qualification_level	Doctorate
author	Tengku Faekah, Tengku Ariffin
author_facet	Tengku Faekah, Tengku Ariffin
author_sort	Tengku Faekah, Tengku Ariffin
title	A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers
title_short	A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers
title_full	A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers
title_fullStr	A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers
title_full_unstemmed	A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers
title_sort	structural model of the relationships between personality factors, perceptions of the school as a learning organization, workplace learning and job performance of teachers
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2010
url	https://etd.uum.edu.my/2112/1/Tengku_Faekah_Tengku_Ariffin.pdf
_version_	1747827267426320384

A Structural Model of the Relationships Between Personality Factors, Perceptions of the School as a Learning Organization, Workplace Learning and Job Performance of Teachers

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