Relationship between teachers’ tolerance, self-concept

and personality type in teachers

Rozkhaton Kord

and Bahman Kord Tamini

M.A. Student in General Psychology, Department of Psychology, Islamic Azad University, Zahedan Branch, Iran

Corresponding Author, Faculty Member, Department of Psychology, University of Sistan and Baluchestan,

Zahedan, Iran

ABSTRACT

The purpose of this research was to study the relationship between teachers’ tolerance, self-concept and personality

type in teachers. The population of this study included all school teachers of Khash city in 2015 – 16. The sample con-

sisted of 316 teachers that were selected at random. To collect the data tolerance, self-concept and personality type

questionnaires were used. For analyzing the data Pearson correlation coef cient and stepwise regression was used.

Results demonstrated that there was a positive and direct relationship between teachers’ tolerance and self-concept.

There was no relationship between teachers, self-concept and personality type. There was no relationship between

teachers, self-concept and tolerance. Tolerance and self-concept variables could not predict teachers’ personality type.

KEY WORDS: TOLERANCE, SELF-CONCEPT, PERSONALITY TYPE, TEACHERS

209

ARTICLE INFORMATION:

*Corresponding Author: bahmanpsy@ped.usb.ac.ir

Received 30

Dec, 2016

Accepted after revision 29

March, 2017

BBRC Print ISSN: 0974-6455

Online ISSN: 2321-4007

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Biosci. Biotech. Res. Comm. Special Issue No 1:209-212 (2017)

INTRODUCTION

Teaching job has internal and external stressful resources.

Internal stressful resources of teaching job include the

nature of teacher role, readiness level, competences and

ability for doing duties. Decreasing the competence level

can be resulted from lack of training before doing services.

School environment can create stressful conditions for

teachers such as students’ destructive behaviors, insuf -

cient encouragement structure, job isolation, opposed and

multiple roles (Brook, Green, Geless & Chovarzer, 1996).

During recent 20 years, studies related to tolerance

have increased signi cantly. Thus, it is necessary to

conduct more researches in this  eld faster than past

because of several reasons. Firstly, increasing the num-

bers of people who they expose problems and also the

numbers of problems. Secondly, understanding the dan-

gerous and protective factors and their performance way

can be led to suitable clinical interventions. Thirdly, it

seems this topic is important because it is close rela-

tionship with mental health (Vaiv, Feredrikson & Tailor,

2008).

Kord and Tamini

Tolerance is not resistance against dangerous situ-

ations or damages, but it means active and construc-

tive cooperation in environment. Indeed, as Rechardson

(2002) stated tolerance is positive growing and adjusting

following a period of unbalance rather than as simple

recovery from damage and disaster. According to Bona-

noo (2004) tolerance is something more than living under

stressful conditions it does not mean lack of vulnerable

against stress. Previous theories about tolerance empha-

sized on related features with positive consequences in

facing with life problems and disasters. They introduced

external factors such as ef cient school, communication

with protective adults as improving factors for toler-

ance. While, contemporary theories introduce tolerance

as multiple subject composed of natural variables such

as physical constitution and personality associated with

special skills like problem solving. It allows people resist

against life stressful events, suitably (Sha Zadeh, 2012).

Tolerance has recognized as effective subject in discus-

sions about teaching process. Tolerance level affects on

teachers ability for managing answers and reactions

which it is complex and dif cult process. It is consid-

ered as effective factor on improving quality and job

standards (Goo & Di, 2007).

On the other hand, today most of scientists and psychol-

ogists believe that self- concept determines the individual’s

behavior. When a person is faced with a situation and

stimulant that it is inconsistent with her/his behavior and

values, he/she shows strong resistant against it, but if it be

consistent with his/her behavior and values, he/she accepts

it. Charlz Werth (1995) believes that self – concept is com-

posed of three parts: 1. Body image that shows individual’s

view about his/her physical condition and it includes his/

her physical reactions. 2. Self – social includes self- racial,

cultural and religious. 3. Self – cognition that states indi-

viduals’ view about his/her mental talents. Damoon & Hart

(2001) in their research related to self- concept found out

that individuals’

positive and negative self- evaluations

affect on their social relations. Whatever it is important

that individuals behave in way to imagine themselves as

they like. They may behave in different social situations in

a way that others like them. While, those who think they

are not lovely may behave in a way that others do not

like (Homan & Deh Abadi, 2013). Also, personality types

determine mental talents and describe human behavior in

different life situations. These personality types must be

considered in job and educational consultations, whatever

is often forgotten. Holland as one of famous theorists in

 eld of work psychology, his theory has been successful

more than other theories in this  eld. Holland states his

theory based on two main principals:

1. Job selecting depends on type of individuals’ per-

sonality.

2. There is direct relationship between job selecting

and individuals’ view and attitude.

Hypotheses of Hollands’ theory on job selecting and

evolution has been stated based on 7 hypotheses:

1. Most people are classi ed in one of below 6 per-

sonality types: realist, searcher, artist, social, ad-

venturous and normative individuals.

2. Holland believes that there are 6 types of work

places consistent of 6 personality types. If each

personality type be in its suitable environment, it

can lead to most success.

3. Individuals search environments where allow them

to show and grow their abilities, skills, roles, val-

ues and attitudes that they like.

4. Individuals’ behavior forms by personality and

environmental factors. Job events such as job sat-

isfaction, job selecting, job success and job conti-

nuity can be predicted through consistent of per-

sonality models with environmental models.

5. It can be used hexagonal model to show the rela-

tionship between individual and job. For example,

realist person has more consistent with jobs related

to realist type and has less consistent with jobs

related to social type.

6. Also, it can be used hexagonal model to show the

adaptation level of individual with environment.

For example a person (R- N-S: realist, normative

and searcher) has more adaptation with this envi-

ronment more than a person (R-A-N: realist, artist

and normative).

7. Distinction level affects on adaptation between

individual and environment. If a person be more

similar to environment (for example, S-A-A: so-

cial, artist, adventurous) the probability of job sat-

isfaction will be more in that environment (Mon-

tazer Gaib & Keaikha Nejad, 2012).

Regarding to mentioned materials, current research has

tried to study the relationship between tolerance, self-

concept and personality type of teachers of Khash city

during 2015-16.

RESEARCH QUESTIONS AND OBJECTIVES

The main aim of this research is to study the relationship

between tolerance, self-concept and teachers

personality

type from Khash city. Below questions will be studied to

achieve mentioned aim:

1. There is signi cant relationship between teachers

tolerance and self-concept of Khash city.

2. There is signi cant relationship between teach-

ers

self-concept and personality type of Khash

city.

210 RELATIONSHIP BETWEEN TEACHERS’ TOLERANCE, SELF-CONCEPT AND PERSONALITY TYPE IN TEACHERS BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS

Kord and Tamini

Table 1. Correlation coef cient of

teachers’ tolerance and self-concept

Group Variables rSig.

Teachers Tolerance 0.2170.01

Self-concept

Table 2. Correlation coef cient of teachers’

self-concept and personality type

Group Variables rSig.

Teachers Self-concept 0.0160.788

Personality type

Table 3. Correlation coef cient of teachers’

tolerance and personality type.

Group Variables rSig.

Teachers Tolerance 0.0950.09

Personality type

Table 4. Regression analysis of teachers’ personality

type based on tolerance and self-concept

Step Variables RR

Sig.

1Tolerance 0.0980.0100.090

2Self-concept0.0160.0000.788

3. There is signi cant relationship between teach-

ers

tolerance and personality type of Khash city.

4. Tolerance and self- concept variables predict

teachers

personality type.

METHODS

Current research is descriptive and correlative research.

Statistical population of this research includes 1760

teachers of Khash city during 2015-16. The sample con-

sists of 316 teachers that were selected at random and

from them were asked to  ll the tolerance, self-concept

and personality type questionnaires.

RESULTS AND DISCUSSION

First hypothesis: there is signi cant relationship between

teachers’

tolerance and self- concept of Khash city.

The  ndings of table 3 revealed that there was no

signi cant correlation between tolerance and personal-

ity type of teachers of Khash city.

Forth hypothesis: tolerance and self-concept variables

predict teachers

personality type.

The  ndings of table 1 revealed that there is signi -

cant and positive correlation between teachers’ toler-

ance and self – concept (r=0.217, p<0.01).

Second hypothesis: there is signi cant relationship

between teachers

self- concept and personality type of

Khash city.

The  ndings of table 2 revealed that there is no sig-

ni cant correlation between self – concept and person-

ality type.

Third hypothesis: there is signi cant relationship

between teachers

tolerance and personality type of

Khash city.

The results of table 4 show that tolerance and self-

concept variables could not predict teachers

personality

type.

The results of  rst hypothesis related to study the

relationship between teachers

tolerance and self-con-

cept showed that there was positive and positive rela-

tionship between teachers

tolerance and self- concept.

It means that increasing tolerances leads to increasing

self-concept at high level. Also, high self-concept leads

to increasing individuals

tolerance.

The results of the second hypothesis related to study

the relationship between teachers

self-concept and per-

sonality type showed that there was no signi cant rela-

tionship between teachers

self-concept and personality

type.

The results of the third hypothesis related to study the

relationship between teacher’s tolerance and personality

type showed that there was no signi cant relationship

between teachers,

tolerance and personality type.

The results of the forth hypothesis related to study

predictor variables of teachers

personality type showed

that tolerance and self-concept variables could not pre-

dict teachers

personality type.

Since, human resource is considered as the most

important and strategic resources of each organiza-

tion and regarding to importance of education system

for improving society and future of citizens, it is neces-

sary to provide suitable conditions such as agreement

off teachers

duties with their interests , competences

and abilities, selecting teachers according to their com-

petences and abilities, studying and recognizing needs

and expectations of human force, attempting to meet

their needs, creating and increasing job importance,

creating active and stimulus environment, recognizing

stressful  elds and their consequences, providing con-

sulting services, creating and keeping desirable human

relations, organizing management training courses, pro-

viding suitable physical conditions and creating oppor-

tunities for resting, leaving from work temporary and

continually decrease teachers

mental stresses and help

their mental health.

BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS RELATIONSHIP BETWEEN TEACHERS’ TOLERANCE, SELF-CONCEPT AND PERSONALITY TYPE IN TEACHERS 211

Kord and Tamini

Teachers are main element of education system. If

a manager can meet teachers

needs, he has acted in

direction to provide needed conditions and opportuni-

ties for creating spirit, job satisfaction to achieve goals

of education system. Thus, communication of manager

with teachers is very important especial for managing

school better. When, all of responsible people in the

organization try to provide suitable and ef cient envi-

ronment for increasing the ability of their abilities and

competences and for others, this education system has

achieved perfect ef ciency. They try to provide suitable

conditions to rely on others and communicate correctly.

Thus, each member of the group can achieve job sat-

isfaction by team working, correct communication and

thinking alike each other and  nally they increase the

ef ciency of education system.

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212 RELATIONSHIP BETWEEN TEACHERS’ TOLERANCE, SELF-CONCEPT AND PERSONALITY TYPE IN TEACHERS BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS