Personality Traits as a Predictor of School Administrators' Communication Competencies

Abstract

In this research, it is purposed to reveal whether school administrators' personality traits predict their communication competences according to teachers' perceptions or at what level. Accordingly, the research was designed in a predictive correlational research design. The sample of the study consists of 489 teachers determined by simple random sampling method. In the study, the data were collected through the "Adjective-Based Personality Test" and "Communication Competencies" scales. Descriptive statistics such as arithmetic mean and standard deviation were used to determine the levels of school administrators' personality traits and communication competencies, Pearson Product Moment Correlation coefficient analyses were used to determine the relationship between school administrators' personality traits and communication competencies, and multiple linear regression analyses were used to determine the predictive power of personality traits on communication competencies. As a result of the research, it was determined that there were significant relationships between all variables except the relationship between neuroticism and extroversion personality traits. In addition, personality traits such as neuroticism, extroversion, and agreeableness were found to be significant predictors of school administrators' communication competences. However, the results related to the prediction of responsibility and openness to experience personality traits were not significant. It can be said that school administrators can communicate easily with other stakeholders in their schools with their extroverted personality, responsibility and mild-manneredness characteristics and they can create differences in their schools with a sense of responsibility.