BIG FIVE PERSONALITY FACTORS AMONG PHYSICAL EDUCATION AND NON-PHYSICAL EDUCATION TEACHERS

Authors

  • Aejaz Hassan Ph.D Research Scholar of Physical Education Annamalai University, Tamil Nadu.
  • Dr. P. V Shelvam Professor Department of Physical Education & Sports Sciences Annamalai University, Tamil Nadu.
  • Javaid Ahmad Bhat Ph.D Research Scholar of Physical Education Annamalai University, Tamil Nadu.
  • Mohammad Amin Wani Ph.D Research Scholar of Psychology Annamalai University Tamil Nadu.

Keywords:

Agreeableness, Conscientiousness, Neuroticism, Openness, physical education, non-physical education and teacher

Abstract

Objective: The Big Five traits describe aspects of personality that are remarkably consistent, especially among adults. An acronym for remembering these factors can be formed by rearranging the first letters of each factor to form the word OCEAN. The present study examined to study the big five personality factors among physical education and non-physical education teacher's effect of gender and faculty on suicidal tendency among students. Method: The present study consists of 40 male teachers, 20 physical education teachers and 20 non physical education teachers randomly selected in different high schools in Rewa District. Dr Tom Buchanan's Big Five Personality Inventory was used for data collection. Results: The findings of the present study demonstrated that there is no significant difference between Agreeableness, Conscientiousness, Neuroticism, and Openness of physical education and non-physical education teachers. Conclusions: There is no significant difference between the big five personality factors among physical education and non-physical education teachers.

References

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Additional Files

Published

15-04-2016

How to Cite

Aejaz Hassan, Dr. P. V Shelvam, Javaid Ahmad Bhat, & Mohammad Amin Wani. (2016). BIG FIVE PERSONALITY FACTORS AMONG PHYSICAL EDUCATION AND NON-PHYSICAL EDUCATION TEACHERS. International Education and Research Journal (IERJ), 2(4). Retrieved from http://ierj.in/journal/index.php/ierj/article/view/216