Effect Of Extraversion Personality Type On Subjective Well-Being Teacher Inclusion School In North Sumatra

Feb 27, 2025 by ADMIN 107 views

Effect of Extraversion Personality Type on Subjective Well-Being Teacher Inclusion School in North Sumatra

Introduction

In the context of inclusive education, personality and subjective well-being are considered valuable assets to achieve academic success. The concept of inclusive education emphasizes the importance of creating a supportive and inclusive learning environment that caters to the diverse needs of students. However, the well-being of teachers is often overlooked, despite their crucial role in shaping the educational experience of students. This study aims to investigate the influence of extraversion personality types on the subjective well-being of teachers in inclusion schools in North Sumatra.

Background

Extraversion personality type is characterized by a tendency to socialize, be open, and have positive energy in interacting with others. Individuals with extraverted personalities tend to be more outgoing, assertive, and sociable, which can create a more supportive work environment. In the context of inclusive schools, good interactions between teachers and students, as well as between teachers and colleagues, can strengthen social ties and increase mutual support. This, in turn, can contribute to improving the subjective well-being of teachers.

Methodology

This study is a quantitative research that involved 110 teachers who currently teach in inclusion schools in the North Sumatra region. Standard linear regression methods were used to analyze the data, with the aim of identifying how much influence the extraversion personality nature has on their subjective well-being.

Results

The results of the statistical analysis show that the influence of extraversion personality types on the subjective well-being of teachers in inclusive schools is significant, with a p-value lower than the specified threshold. This finding confirms that the characteristics of extraversion personality have a positive influence on the subjective well-being of the teacher. This indicates that teachers with extraverter personalities are more likely to feel satisfaction and happiness in their work.

Discussion

The nature of extraversion personality can create a more supportive work environment, which is essential for improving the subjective well-being of teachers. In the context of inclusive schools, good interactions between teachers and students, as well as between teachers and colleagues, can strengthen social ties and increase mutual support. This, in turn, can contribute to improving the subjective well-being of teachers, which in turn can affect the way they teach and interact with students.

Implications

The findings of this study have significant implications for the education sector, particularly in the context of inclusive schools. Efforts to support positive personality development for teachers will not only improve the quality of their lives personally, but also have the potential to improve learning experiences for students in inclusive schools. Furthermore, the existence of other psychological factors can also affect subjective well-being, therefore, further research is needed to explore significant psychological factors and how they influence educational experience in inclusive schools.

Conclusion

In conclusion, the findings of this study show that the extraversion personality type has a significant positive influence on the subjective well-being of inclusion school teachers in North Sumatra. Efforts to support positive personality development for teachers will not only improve the quality of their lives personally, but also have the potential to improve learning experiences for students in inclusive schools.

Recommendations

Based on the findings of this study, the following recommendations are made:

Teacher Training and Development: Teachers should be provided with training and development programs that focus on building their extraversion personality traits, such as social skills, assertiveness, and positive energy.
School Environment: Schools should create a supportive and inclusive learning environment that fosters good interactions between teachers and students, as well as between teachers and colleagues.
Research: Further research is needed to explore significant psychological factors and how they influence educational experience in inclusive schools.

Limitations

This study has several limitations, including:

Sample Size: The sample size of this study is relatively small, which may limit the generalizability of the findings.
Measurement Tools: The measurement tools used in this study may not be comprehensive or valid, which may affect the accuracy of the findings.

Future Research Directions

Future research should focus on exploring the following research directions:

Extraversion Personality Type and Teacher Burnout: Investigate the relationship between extraversion personality type and teacher burnout in inclusive schools.
Extraversion Personality Type and Student Outcomes: Examine the relationship between extraversion personality type and student outcomes in inclusive schools.
Extraversion Personality Type and Teacher-Student Relationships: Investigate the relationship between extraversion personality type and teacher-student relationships in inclusive schools.
Frequently Asked Questions (FAQs) about the Effect of Extraversion Personality Type on Subjective Well-Being Teacher Inclusion School in North Sumatra

Q: What is the main focus of this study? A: The main focus of this study is to investigate the influence of extraversion personality types on the subjective well-being of teachers in inclusion schools in North Sumatra.

Q: What is extraversion personality type? A: Extraversion personality type is characterized by a tendency to socialize, be open, and have positive energy in interacting with others. Individuals with extraverted personalities tend to be more outgoing, assertive, and sociable.

Q: What is subjective well-being? A: Subjective well-being refers to an individual's overall satisfaction and happiness with their life. It is a complex and multi-faceted concept that encompasses various aspects of an individual's life, including their emotional, social, and physical well-being.

Q: What is the significance of this study? A: This study is significant because it highlights the importance of extraversion personality type in improving the subjective well-being of teachers in inclusion schools. The findings of this study can inform the development of effective teacher training and development programs that focus on building extraversion personality traits.

Q: What are the implications of this study for the education sector? A: The findings of this study have significant implications for the education sector, particularly in the context of inclusive schools. Efforts to support positive personality development for teachers will not only improve the quality of their lives personally, but also have the potential to improve learning experiences for students in inclusive schools.

Q: What are the limitations of this study? A: This study has several limitations, including a relatively small sample size and the use of measurement tools that may not be comprehensive or valid.

Q: What are the future research directions? A: Future research should focus on exploring the following research directions:

Extraversion Personality Type and Teacher Burnout: Investigate the relationship between extraversion personality type and teacher burnout in inclusive schools.
Extraversion Personality Type and Student Outcomes: Examine the relationship between extraversion personality type and student outcomes in inclusive schools.
Extraversion Personality Type and Teacher-Student Relationships: Investigate the relationship between extraversion personality type and teacher-student relationships in inclusive schools.

Q: What are the recommendations for schools and educators? A: Based on the findings of this study, the following recommendations are made:

Teacher Training and Development: Teachers should be provided with training and development programs that focus on building their extraversion personality traits, such as social skills, assertiveness, and positive energy.
School Environment: Schools should create a supportive and inclusive learning environment that fosters good interactions between teachers and students, as well as between teachers and colleagues.

Q: What are the implications for policy makers? A: The findings of this study have significant implications for policy makers, particularly in the context of education policy. Policy makers should consider the importance of extraversion personality type in improving the subjective well-being of teachers and students in inclusive schools.

Q: What are the implications for future research? A: The findings of this study highlight the need for further research on the relationship between extraversion personality type and subjective well-being in the context of inclusive schools. Future research should focus on exploring the complex and multi-faceted nature of extraversion personality type and its impact on teacher and student outcomes.