Work

Preschool Teachers’ Personality Traits and Their Leadership Practices: The Moderating Role of School Attributes

Year: 2025

Type: article

Abstract: This study examined the moderating role of school attributes in the relationship between teacher personality traits and teacher leadership in early childhood education in Beijing, China. A total of 492 preschool teachers were investigated using a convenient sampling method. The results indicated that except for the correlation between the personality trait of agreeableness and participation in school-based decision making, and the correlation between the personality trait of neuroticism and characteristics of teacher leaders being not significant, correlations between other dimensions of teacher personality traits and teacher leadership were significant. The moderating role of school attributes occurred in the influence of two personality traits—extraversion and openness to experience—when participating in school-based decision making. The study suggests that school leaders distinguish different personality traits of teachers and transformational leaders who can empower and cultivate informal teacher leaders.

Source: Beijing international review of education

DOI: 10.1177/25902547251356085

Authors: Mo Wang, Junyi Wu

Institutions: Beijing Normal University, Zhuhai, Southwest University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Ministry of Education of the People's Republic of China, National Social Science Fund of China