Personality Traits and Workaholism of Teachers. The Mediating Role of Life Satisfaction

Workaholism is a growing phenomenon, including among teachers. In their work there are many factors that predispose to its development. Among them are ever-increasing social expectations, an increasing amount of bureaucratic work, and overly extensive educational programs. As a result, teachers can feel chronic pressure of time and demands, while at the same time having a sense of doing important work based on helping other people. This can make it difficult to achieve a healthy work-life balance. Consequently, workaholism in a group of teachers became the subject of a study of its own. The purpose of this study was to try to establish the relationship between personality and workaholism, and to determine whether life satisfaction plays a mediating role in the relationship between personality and workaholism among teachers. The study involved 70 professionally active teachers. Such research tools as the WKOP, IPIP-BFM-50, SWLS and the author’s sociodemographic survey questionnaire were used. Correlates among personality traits with such dimensions of workaholism as disturbed social relationships, anti-delegation and absorption were identified. In addition, it was revealed that satisfaction of life is a mediator in the relationship between conscientiousness and teachers’ disturbed social relations. The study was exploratory in nature, as no attempt has been made so far to explore mediators in the relationship of workaholism personality traits. Therefore, it is very important to further explore the topic undertaken in the study group.