Authors : Sarah Morsi Alsayed; Dr. Shatha Melies

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/38jpzsp3

Scribd : https://tinyurl.com/jzbb5wwd

DOI : https://doi.org/10.38124/ijisrt/26May1424

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Factors influencing teacher satisfaction must be recognized (Sharma & Jyoti, 2006, p. 349), yet limited research in Sharjah has explored correlations between teacher satisfaction and the Big Five personality traits. In a sample of 26 middle to high school teachers at Sharjah American International School, Sharjah, this study examined those correlations. The average Big Five profile of the sample and patterns among their demographics, satisfaction, and traits were also identified. Moreover, Likert surveys were used: the 50-item IPIP Big Five scale and a teacher satisfaction survey (α = 0.87), and demographics were also assessed. A quantitative approach was adopted: Big Five traits were computed, Pearson correlation coefficients calculated, and trait-based grouping analysis found patterns. Conscientiousness was the highest Big Five trait in the sample (M = 4.19, Mdn = 4.10, SD = 0.53) and the strongest correlate of satisfaction (r = 0.43, p<.05). These findings indicate that organizational skills should be encouraged to enhance satisfaction. Other findings are that English Language and Literature teachers and those in their thirties were dominant in openness to experience, reflecting how younger teachers, as well as English teachers, are more inclined toward unconventional themes. Schools are recommended to foster organization and study teacher demographics to better decide placement of teachers. Further research is advised to explore how Big Five traits relate to demographic features.

Keywords : Big Five, Satisfaction, Teachers, School, Personality, Conscientiousness.

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