The Relationship between the Big Five Personality Traits and Psychological Well-Being among Teachers Supporting Children with Special Needs, with Emotion-Focused Coping as a Mediator

Ikke Herliya Ayu Pitaloka; IGAA Noviekayati; Anrilia E M Ningdyah

doi:10.55927/fjmr.v5i5.77

Authors

Ikke Herliya Ayu Pitaloka Universitas 17 Agustus 1945 Surabaya
IGAA Noviekayati Universitas 17 Agustus 1945 Surabaya
Anrilia E M Ningdyah Universitas 17 Agustus 1945 Surabaya

DOI:

https://doi.org/10.55927/fjmr.v5i5.77

Keywords:

Big Five Personality, Psychological Well-Being, Emotion-Focused Coping, Special Education Assistant Teachers

Abstract

The need for teachers to accompany children with special needs continues to increase along with the increasing number of schools that are opening inclusion programs for children with special needs. Teachers who accompany children with special needs face high workloads, significant emotional stress, and lack of support from the environment, all of which have the potential to lower their psychological well-being. This study aims to examine the relationship between big five personality and psychological well-being, with emotion-focused coping as a mediator variable. The subjects in this study amounted to 103 teachers accompanying children with special needs. The sampling technique used is purposive sampling. Data collection was carried out using three instruments, namely the psychological well-being scale, the Big Five Inventory (BFI), and the emotion-focused coping scale (BRIEF-COPE). Data analysis was carried out using the path analysis technique. The results showed that the big five personalities were related to psychological well-being and emotion-focused coping, but emotion-focused coping did not play a mediator role in these relationships.

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