Neuroticism and the Sense of Efficacy of a Special Education Teacher

The work of teachers in special schools can be particularly emotionally and motivationally demanding. Neuroticism and a sense of efficacy are important psychological resources in the teaching profession, especially for teachers who work only with students with special educational needs. The aim of the study was to explore whether neuroticism is a predictor of the sense of efficacy of teachers from special schools and whether there is any differentiation in terms of seniority. Sample consisting of 210 female teachers aged 25–65 (M = 43.23, SD = 8.35) was examined. The following questionnaires were applied: NEO-FFI Personality Inventory; Generalized Efficacy Scale GSES. The predictor of self-efficacy is decreasing neuroticism. Teachers with more than 15 years of experience do not have significantly lower neuroticism and self-efficacy compared to teachers with less than 15 years of experience. It is possible to predict a decrease in the sense of effectiveness of teachers of special schools if their neuroticism increases. These conclusions can be used in occupational psychology and in psychoeducational interactions with teachers of special schools in the area of their soft skills.