Stress and Job satisfaction among Irish Primary School Teachers: The Role of Personality

The purpose of this study was to explore the relationship between personality types, job stress and job satisfaction among a sample of Irish primary school teachers. This study was based on a quantitative, cross-sectional design. The sample (n= 68) consisted of both males (n= 13) and females (n= 55). Participants were from three primary schools in West County Dublin. The data was based on four questionnaires, three self-report questionnaires and a demographics questionnaire. The relationship between personality, teacher stress and job satisfaction among teachers was measured using Costa and McCrae’s (1992) Big Five Inventory, Fimian Teacher Stress Inventory (Fimian, 1988) and Teacher Satisfaction Scale (Ho & Au, 1996). Correlations found significant relationships between variables. Teachers reporting high levels of stress also reported low levels of job satisfaction and high levels of neuroticism correlated with teacher stress. None of the other personality measures (conscientiousness, agreeableness and openness to experience) were significant in the relationship with teacher stress and job satisfaction. Further research suggestions are included, along with the limitations of the current study.