Relationship between Personality Types and Job Stress among Teachers at First Period (Guidance Schools) and Second Period of High School (Secondary Schools)

Abstract

This research has investigated the relationship between John Halland’s personality types (realist, investigative, conventional) with job stress among teachers at first period (guidance school) and second duration of high school (secondary school). 327 teachers were selected by multistage cluster sampling method and Philip Rice job stress questionnaire and John Halland’s job-personality questionnaire were used. Pearson correlation coefficient, linear regression and the analysis of multivariable variance (Manova) were used to measure the relationships. The results showed that there was a reversed relationship between personality types and the degree of stress, with correlation coefficient of r = −1.15, respectively, in the level of p = 0/05 and reversed relationship between conventional personality type and job stress was obtained by (r = −1.17). There was not any significant relationship between realist and investigative personality type with job stress of teachers and there was just a significant relationship between gender, personality type and the degree of stress in the level of (p = 0/05). Also, the degrees of stress in male teachers were more than female.