TYPOLOGICAL CHARACTERISTICS OF MODERN SCHOOL TEACHERS’ PERSONALITY: A CONCEPTUAL MODEL FOR PSYCHOLOGICAL DIAGNOSIS AND DEVELOPMENT
Keywords:
Teacher personality; typology; Big Five; teacher self-efficacy; emotional regulation; communication style; professional sustainability; burnout risk; school psychology; teacher development.Abstract
The article presents a conceptual framework for describing the typological characteristics of modern school teachers’ personalities in the context of increasing educational complexity, digitalization, and heightened emotional demands. Relying on contemporary personality psychology and teacher effectiveness research, the paper argues that “teacher personality” should be analyzed not as a single set of traits but as a stable configuration of (a) core personality factors, (b) motivational–value orientation, (c) emotional–regulatory resources, and (d) pedagogical role preferences. The study systematizes typological criteria for practical psychological diagnosis in schools and teacher education: Big Five-related dispositions, teacher self-efficacy, emotional regulation, communication style, and stress vulnerability. On this basis, a five-type model is proposed: the Reflective-Analytical Teacher, the Structured-Organizational Teacher, the Empathic-Facilitative Teacher, the Innovative-Transformational Teacher, and the Stress-Vulnerable Teacher. The typology is not presented as a rigid labeling tool; rather, it is offered as a developmental map that helps identify strengths, professional risks (burnout, conflict escalation, motivational decline), and individualized support trajectories. Practical implications include guidance for mentoring, in-service training, psychological services, and school leadership in designing targeted interventions that strengthen professional sustainability and educational quality.
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