Relationship between personality traits and locus of control with the attitude towards remote work in a sample of university professors

Introduction: remote work in the educational field has gained acceptance, especially from experience during the COVID-pandemic19, hence the importance of delving into some of its most relevant aspects in order to implement psychosocial strategies that allow teachers to increase and strengthen their skills and competences to address this methodology. Objective: to characterize the attitude towards remote work and its relationship with personality traits, control locus and some sociodemographic variables in a sample of university teachers. Method: quantitative approach and descriptive-correlational design, not experimental, was carried out. The sample included 324 university teachers from Colombia, Mexico and Panama. The following instruments were used: Attitude questionnaire towards remote work, Mini IPIPI scale (mini- International Personality Item Pool-Five-Factor Model, measurement scale for personality traits), Locus scale of control and sociodemographic survey. Results: was identified a generally positive attitude towards remote work, with high levels of acceptance and comfort, especially in organizational and methodological aspects. The teachers in the study sample showed a tendency towards internal locus of control and personality traits such as openness, meticulousness and affability, although with less emotional stability. Internal control locus and personality characteristics such as openness, meticulousness and emotional stability were most relevant to achieving better performance and a positive attitude towards remote work. Discussion and conclusions: the study highlights the importance of openness to experience, creativity, mental flexibility and emotional stability, in addition to the locus of internal control for the adaptation and job satisfaction of university teachers in the context of remote work.