Interrelations Between Procrastination, Personal Factors And Teachers’ Professional Requirements

Theoretical and empirical methods

In our research, we used a set of various methods complementing each other:

• theoretical methods – analysis of relevant literature on the problem; study and aggregation of previous pedagogical research, analysis, synthesis;

• empirical methods – questioning, testing, and methods of mathematical statistics (the program Microsoft Office Excel).

The following methods were used for diagnostics: the procrastination scale by Lay (1986), the multifactorial personality inventory FPI (developed by Fahrenberg, Selg, & Hampel, 1989), a questionnaire on behavior and work-related experiences (AVEM) developed by Schaarschmidt & Fischer (1996).

The general procrastination scale by Lay (1986) is designed to reveal the level of procrastination of a person. We used this technique to understand whether procrastination is related to the professional activity of the teacher.

The multifactorial personality inventory FPI (developed by Fahrenberg, Selg, & Hampel, 1989) was applied to analyze conditions and personality characteristics that are of primary importance for social adaptation and behavior control. Thus, we can identify the correlation between personal characteristics and the emotional burnout of teachers

The questionnaire of behavior and work-related experiences (AVEM) developed by Schaarschmidt & Fischer (1996) was used to determine modes of behavior in the context of imposed professional requirements, which will allow to reveal the emotional attitude of subjects to their professional activity, covering 11 personal spheres.

Research base

Materials for diagnostics were collected in comprehensive schools of the Republic of Tatarstan. 63 teachers of general education schools of the Republic of Tatarstan took part in the experiment acting as subjects. In the course of the experiment, the teachers were divided into 3 groups depending on years their teaching experience:

Group 1 – up to 7 years (average age of subjects – 28 years),

Group 2 – from 8 to 15 years (average age of subjects – 35 years),

Group 3 – from 16 to 23 years (average age of subjects – 42 years.

Studying procrastination, personal factors and mode of behaviour in the context of imposed professional requirements

The procrastination scale by Lay (1986) was used to determine the level of procrastination in teachers. The obtained results we used to calculate the percentage-based correlation of source data depending on levels (Table 1 ):

Thus, we see that all subjects demonstrate the average level of procrastination. Index of the first group is 56%, the second group - 50%, and the third group - 68%, which indicates a positive situation in terms of procrastination. In other words, teachers avoid postponing issues until deadline and solve problems as soon as possible.

Another research task was to analyze personal factors based on 12 scales, using a multifactorial personality inventory FPI (developed by Fahrenberg, Selg, & Hampel, 1989). All subjects involved in the experiment scored average points from 4 to 6 in all scales. In addition to studying personal characteristics of each teacher, we examined personal qualities in terms of procrastination and behaviour modes of teachers in the context of imposed professional requirements.

To determine teachers' emotional attitude to their professional activity we used a questionnaire of behaviour and work-related experiences (AVEM) developed by Schaarschmidt & Fischer (1996). Based on results of this methodology, we made a chart showing a percentage correlation of behaviour modes and teachers (Fig. 1):

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The chart above shows that the Type B prevails among participants of the Group 1 (39%) and the Group 3 (40%). The Type B refers to a low subjective value of activity, low stress-resistance, limited ability to relax and constructive attitude to problem-solving. It also reveals a tendency to fail in difficult situations, a constant anxious feelings and unreasonable fears, and inability to detach from work. All these factors result in additional mental stress, frustration, decreased overall mental stability, apathy and unwillingness to perform professional tasks.

The Type G prevailed the second group of subjects representing people who are healthy, active, able to deal with difficult problems, value (but not overestimate) their work, understand the cost their work efforts. Representatives of the Type G choose a practical way to handle stressful situations. Instead of considering failures as a source of frustration and negative emotions, they treat them as an opportunity to find effective strategies to solve a problem. It is an example of a positive attitude to professional activities, enhanced by the mobilizing effect of positive emotions. Thus, we assume that a healthy and constructive approach to problems related to professional activities prevails among the subjects of the second group.

Intercorrelation matrix of teachers representing Group 1

To find a correlation between the scales, we used the Pearson's correlation coefficient. Based on results demonstrated by the teachers representing the first group, we made a correlation matrix that is graphically represented in the form of a correlation diagram (Fig. 2).

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Сonditional values:

According to results presented in the correlation matrix, we offer a qualitative analysis of the first group of teachers. The intercorrelation matrix of the Group 1 shows 22 involved indexes out of 26, which means that chosen methods are closely interrelated.

System-forming indexes are as follows: 18 (ability to emotionally detach from work), 19 (tendency to deny in the context of failure), 25 (age), 26 (teaching experience).

The system-forming index 18 ( ability to emotionally detach from work ) has 3 interrelations: at the level of importance p = 0.05 at r = 0.574, it was revealed a direct correlation with the index 1 (procrastination); at the level of importance p = 0.05 at r = 0.542, it was revealed a direct correlation with the index 21 (internal calmness); at the level of importance p = 0.05 at r = -0.477, it was revealed an inverse correlation with the index 25 (age). This means that the teacher’s ability to relax and have a rest after work results in a feeling of mental stability and balance. It should be noted that higher ability to emotionally detach from work leads to a higher level of procrastination. Thus, if the teacher is suspended from his professional activities, he/she is more likely to procrastinate.

The system-forming index 19 ( tendency to deny in the context of failure ) has 4 interrelations: at the level of importance p = 0.01 at r = 0.698, it was revealed a direct correlation with the index 23 (overall life satisfaction); at the level of importance p = 0.01 at r = 0.690, it was revealed a direct correlation with the index 2 (neuroticity); at the level of importance p = 0.05 at r = 0.507, it was revealed a direct correlation with the index 3 (spontaneous aggressiveness), at the level of importance p = 0.05 at r = 0.483, it was revealed a direct correlation with the index 24 (sense of social support). Thus, the higher level of teacher's reconciliation in the context of failure means the higher level of his/her neuroticity and spontaneous aggressiveness. Meanwhile, the more is the teacher’s tendency to deny in the context of failure, the higher his the level of the overall life satisfaction and sense of social support. We can assume that subjects who avoid sinking in stressful situations demonstrate the higher level of the overall satisfaction with life in terms of professional achievements and thus, perhaps, a low level of the teacher's psychological wellbeing.

The system-forming index 25 ( age ), 26 ( teaching experience ) have 3 interrelations: at the level of importance p = 0.05 at r = -0.477, it was revealed a direct correlation with the index 18 (ability to emotionally detach from work), at the level of importance p = 0,05 at r = -0.513, it was revealed an inverse correlation with the index 8 (reactive aggression). At a level of importance p = 0.05 at r = 0.533, it was revealed a direct correlation with the index 22 (satisfaction with professional activity), which shows that a young specialist is not ready to detach from work and relax. The reason may be that subject considers his/her knowledge and experience insufficient for effective work at school. As a result, the teacher fails to take into account his/her emotional state when performing professional activities which affects his/her psychological well-being.

Based on results of the correlation matrix, we assume that personal characteristics of the first group have a direct influence on psychological well-being, which results in the emotional detachment from professional activity.

Teachers representing the first group, are 28 years old, on average, and have up to 7 years of work experience, demonstrate a low level of stress resistance, a limited ability to deal with problems constructively, and suffer from constant sense of anxiety and fear. We can also note their psycho-traumatic experience, frustration, anxiety, emotional overstrain, and disappointment related to professional activity and real life. All these factors add mental stress, frustration and unwillingness to perform professional tasks. Representatives of this group tend to be depressed, and look for these symptoms in the emotional state and behaviour of people around.

Intercorrelation matrix of teachers representing Group 2

Based on results demonstrated by teachers representing the second group, we have made a correlation matrix that is graphically represented in the form of a correlation diagram (Fig. 3).

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According to the correlation matrix, we offer a qualitative analysis of the second group of teachers. The intercorrelation matrix of the Group 2 shows 23 involved indexes out of 26, which means that chosen methods are closely interrelated.

System-forming indexes are as follows: 6 (sociability), 21 (internal calmness), 12 (emotional lability), 1 (procrastination).

The system-forming index 6 ( sociability ) has 8 interrelations: at the level of importance p = 0.1 at r = 0.546, it was revealed a direct correlation with the index 23 (overall life satisfaction), at the level of importance p = 0.01 at r = 0.515, it was revealed a direct correlation with the index 25 (age), at the level of importance p = 0.01 at r = 615, it was revealed a direct correlation with the index 7 (emotional balance), at the level of importance p = 0.01 at r = 0.490, it was revealed a direct correlation with the index 11 (extraversion). At the level of importance p = 0.01 at r = -0.471, it was revealed an inverse correlation with the index 10 (openness), at the level of importance p = 0.01 at r = -0.616, it was revealed an inverse correlation with the index 21 (internal calmness); at the level of importance p = 0.05 at r = -0.464, it was revealed an inverse correlation with the index 1 (procrastination). This means that the overall satisfaction with professional activities grows, if the teacher is more sociable and balanced. It should be noticed that the level of sociability has an inverse correlation openness and internal calmness.

The system-forming index 21 ( internal calmness ) has 6 interrelations: at the level of importance p = 0.01 at r = -0.571, it was revealed an inverse correlation with the index 16 (readiness to make efforts), at the level of importance p = 0.01 at r = -0.615, it was revealed an inverse correlation with the index 6 (sociability), at the level of importance p = 0.01 at r = -0.539, it was revealed an inverse correlation with the index 5 (irritability), at the level of importance p = 0.01 at r = -0.597, it was revealed an inverse correlation with the index 25 (age), at the level of importance p = 0.01 at r = -0.515, it was revealed an inverse correlation with the index 26 (teaching experience); a direct correlation with the index 10 (openness) was revealed at the level of importance p = 0.01 at r = 0.487. This means that the higher is the teaching experience and the age of the teacher, the less calm and balanced he/she is. Thus, such a teacher is unready to make efforts and invest energy.

The system-forming index 12 ( emotional lability ) has 4 direct interrelations with the index 9 (shyness) at the level of importance p = 0.01 at r = 0.517, at r = 0.478 with the index 26 (teaching experience), at r = 0.494 with the index 17 (aspiration to perfection), at r = 0,465 with the index 18 (ability to emotionally detach from work). Consequently, we assume that the emotional stability of the teacher affects favourable conditions in the working environment.

The system-forming index 1 ( procrastination ) has 3 inverse relationships with the index 26 (teaching experience) at the level of importance p = 0.01 at r = -0.611, with the index 6 (sociability), at r = -0.530 and with the index 25 (age) at the level of importance p = 0.055 at r = -0.464. Thus, we assume that the level of procrastination of the teacher does not depend on his/her age and teaching experience.

According to the correlation matrix, we suggest that elder teachers are more likely to feel the overall satisfaction with the professional performance. Besides, emotional stability affects the favourable conditions in the working environment. Based on the correlation matrix of the group 1 and 2, representatives of the second group have more interrelations at the level of importance p = 0.01. In addition, index 6 (sociability), 10 (openness), indicator 12 (emotional lability), 19 (tendency to deny in the context of failure), and 21 (internal calmness), applied on representatives of the second group, which makes them system-forming indexes of the correlation matrix.

Teachers representing the second group, are 35 years old, on average, and have 8 - 15 years of teaching experience, demonstrate openness, ability to handle professional tasks and difficult problems, and give a great importance to their professional activity. They control their energy and efforts. Teachers representing this group have a high self-esteem and are confident in their skills.

Intercorrelation matrix of teachers representing Group 3

Based on results demonstrated by the teachers representing the third group, we have made a correlation matrix that is graphically represented in the form of a correlation diagram (Fig. 4).

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According to the correlation matrix, we offer a qualitative analysis of the third group of teachers. The intercorrelation matrix of the Group 3 shows 24 involved indexes out of 26, which means that chosen methods are closely interrelated.

System-forming indexes are as follows: index 15 (aspiration for professional growth), index 22 (satisfaction with professional activity).

The system-forming indicator 21 ( aspiration to professional growth ) has 5 interrelations: at the level of importance p = 0.05 at r = 0.371, it was revealed a direct correlation with the index 11 (introversion), at the level of importance p = 0.05 at r = 0.439, it was revealed a direct correlation with the index 20 (active problem-solving strategy), at the level of importance p = 0.05 at r = 0.483, it was revealed a direct correlation with the index 21 (internal calmness), at the level of importance p = 0.05 at r = 0.368, it was revealed a direct correlation with the index 22 (satisfaction with professional activity); at the level of importance p = 0.05 at r = -0.475, it was revealed an inverse correlation with the index 5 (irritability). Thus, we assume that active behaviour and optimistic attitude towards emerging problems and tasks, a sense of mental stability and balance have a direct impact on the aspiration for professional growth.

The system-forming indicator 22 (satisfaction with professional activity) has 5 interrelations: at the level of importance p = 0.01 at r = -0.534, it was revealed an inverse correlation with the index 13 (femininity), at the level of importance p = 0.01 at r = -0.609, it was revealed an inverse correlation with the index 18 (ability to detach from work); at the level of importance p = 0.05, at r = 0.446, it was revealed a direct correlation with the index 3 (spontaneous aggressiveness), at the level of importance p = 0.05 at r = 0.368, it was revealed a direct correlation with the index 15 (aspiration for professional growth). According to this, satisfaction with professional activity is not necessarily inherent to female participants. What is more, keeping the emotional distance from work results in personal detachment which often leads to exhaustion. Meanwhile, if the teacher is impulsive, and demonstrates spontaneous reactions on failures, then he/she is more satisfied with professional activity and he has aspirations for professional growth.

According to the correlation matrix, we assume that the teachers representing the third group have fewer correlations with personal characteristics. At the same time, they have the strongest interrelations with the mode of behaviour in the context of imposed professional requirements to them.

Teachers representing the third group, are 42 years old, on average, and have 16-23 years of teaching experience demonstrate a constant sense of anxiety, frustration, reduced mental stability, and emotional detachment. They face psycho-traumatic circumstances and suffer from anxiety, tension related to their professional activity, which inevitably results in inadequate emotional responses to various situations at work. All these factors cause emotional deficit in the teacher's professional activity.

Discussion

According to Öksüz and Güven (2014), procrastination is in a positive relation with psychological stability. Research by Verešová (2013), who studied procrastination in terms of stress and coping, revealed that procrastination is in a positive relation with stress and in a negative relation with proactive coping. This is due to the fact that a personal aspect defined by postponing activities and tasks is associated with stress.

Thus, authors who study procrastination among teachers examine it in terms of stress and psychological stability. Meanwhile, research studies did not cover specific nature of procrastination in its relation to teacher’s personality. For this reason, this article is focused on procrastination in its relation with teachers’ personal features and professional requirements determined by years of teaching experience.

According to our research, all groups of teachers under study demonstrate prevailing average level of procrastination i.e. 56%, 50%, 68%. It is explained by the fact that teachers do not tend to wait until the deadline and often handle their tasks as soon as possible. Hence, it does not interfere with their professional activities.

Besides, we have come to a conclusion, that the B type prevails among participants having 7 or 16–23 years of teaching experience. This behaviour mode is marked with a low personal index of activity limited by the ability to relax and low stress-resistance. What is more, the G type dominates among the teachers having 8–15 years of experience. Individuals demonstrating this behaviour mode are active, able to handle problems, and control their energy resources.

Based on the analysis of the intercorrelation matrix, the teachers representing the Group 1 show that their personal factor makes a direct impact on their psychological wellbeing. Teachers representing the Group 2 are characterized by sociability, friendliness, tendency to deny in the context of failure. Besides, having a high self-esteem, they are satisfied with their life choices. Meanwhile, the teachers representing the Group 3 suffer from frustration and anxiety resulting in tension and stress caused by their professional activities.