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Effect of Positive Personality Traits on the Self-Leadership of Physical Education Teachers with the Role of Proactive Personality Moderator

Authors

1 M.A Student in Sports Management, Faculty of Physical Education, Department of Physical Education and Sport Sciences, Shahrood University of Technology, Shahrood, Iran

2 Assistant Professor of Sport Management, Faculty of Physical Education, Department of Physical Education and Sport Sciences, Shahrood University of Technology, Shahrood, Iran

Abstract

Objective: The present study aimed to investigate the effect of positive personality traits on the self-leadership of physical education teachers in the Sari City with the role of proactive personality moderator.
Methodology: The research method was applied in terms of purpose and descriptive survey in terms of the data collection method. The statistical population studied were all physical education teachers of public schools in the Sari City in the academic year 2021-2022 (202 people). The amount of 138 samples was considered by the G power software as the minimum sample size for the research. The sampling method was available. Data collection tools are the standard proactive personality questionnaires of Buil et al. (2019), self-leadership by Castellano et al. (2021), hope by Snyder et al. (1996), and optimism by Scheier & Carver (1985). The reliability of the questionnaires was confirmed by Cronbach's alpha. The validity of the questionnaires was confirmed by the opinions of 10 sport management professors and physical education teachers. Data analysis was performed using the structural equation modelling method in PLS software.
Results: The results showed that hope has a positive and significant effect on the self-leadership of physical education teachers. Optimism does not have a significant effect on the self-leadership of physical education teachers. Proactive personality has a moderating role in the relationship between hope and self-leadership of physical education teachers. Also a proactive personality has no moderating role in the relationship between optimism and self-leadership of physical education teachers.
Conclusion: Therefore, it can be stated that hope increases the self-leadership of physical education teachers; but optimism has no effect on increasing or decreasing teachers' self-leadership. Also hope and optimism with the moderating role of active personality increased teachers' self-leadership. Therefore, paying attention to creating and increasing hope as one of the personality traits of physical education teachers can lead to their self-leadership in school educational activities.

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References
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Human Resource Management in Sports
Volume 11, Issue 1
January 2024
Pages 35-54
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