Personality Profiles and Self-Efficacy Among Primary and Secondary School Teachers: A Person-Centered Analysis

This study aimed to identify HEXACO personality profiles among primary and secondary school teachers in China and examine their associations with teacher self-efficacy. Based on data from 1895 teachers, latent profile analysis was used to identify distinct personality profiles. R3STEP and BCH analyses were then conducted to examine the associations of demographic characteristics with profile membership and differences in teacher self-efficacy across profiles, respectively. Finally, structural equation modeling (SEM) was used to examine the associations between personality and teacher self-efficacy. Three distinct personality profiles were identified: Balanced, Engaged, and Resilient. Teachers in the Engaged and Resilient Profiles reported higher levels of self-efficacy than those in the Balanced Profile. Extraversion, Agreeableness, Conscientiousness, and Openness to Experience were positively associated with teacher self-efficacy. These findings provide empirical evidence for understanding personality heterogeneity among primary and secondary school teachers in China and its associations with teacher self-efficacy.