MOTIVATION FOR THE TEACHING PROFESSION: THE INFLUENCE OF PERSONALITY TRAITS AND PROFESSIONAL INTERESTS

This study examined the relationship between personality traits, motivation for the teaching profession, and vocational interests among teachers with different initial educational backgrounds. The sample consisted of 200 secondary vocational school teachers (M_age = 44.26, SD = 9.77) teaching both general education and vocational subjects. The instruments used were the Orientation for Teaching Survey (Jovanović, Simić, & Rajović, 2012), the Big Five Inventory (Benet-Martínez & John, 1998), and the Personal Globe Inventory (Tracey, 2002, as cited in Hedrih, 2008). Data were analyzed using linear regression analysis. The results indicate a significant effect of personality traits on teacher motivation. Extraversion (β = .702, p < .05) showed substantial predictive value for intrinsic motivation, while the combined contribution of all Big Five dimensions significantly predicted overall motivation. Dimensions measured by the Personal Globe Inventory also demonstrated significant predictive effects. Social facilitation (β = 11.229, p < .001) and helping others (β = 5.281, p < .01) were strong positive predictors of intrinsic motivation among both general and vocational subject teachers. In addition, Neuroticism (β = 0.912, p < .05) emerged as a significant predictor of extrinsic motivation. These findings provide valuable insight into the psychological factors shaping teachers’ motivation and professional interests and may inform the development of targeted teacher training and support programs aimed at enhancing educational quality.