Impact Of Academics’ Personal Traits On Job Engagement In Higher Education: Evidence From Bahrain

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Saeed Hameed Aldulaimi, Marwan Mohamed Abdeldayem


This study aims to measure the effect of personality traits (extroversion, openness to experience, conscientiousness, and acceptability) on job engagement of the academic staff of the Royal University for Women (RUW) in the Kingdom of Bahrain. The study followed the comprehensive inventory method and conducted a descriptive and analytical approach by sending an online questionnaire survey to all academic faculty members at RUW (N=57). Out of this, 52 questionnaires only were valid for analysis, i.e. a response rate of 91.2%. The results of the study reveal that there is a significant positive correlation among all four traits (extroversion, openness to experience, conscientiousness, and acceptability) and job engagement. The findings also reveal that there are statistically significant differences in the opinions of the academics at RUW on the impact of personal characteristics according to demographic variables (i.e. years of experience, nationality, gender, age, educational qualification, and job level). The study concluded that there is a medium level of openness among academics to new experiences, and a medium level of attention. Furthermore, overwhelming majority of academics do not consider that their jobs represent a source of inspiration for them, and they cannot continue to work for long periods. The study recommends focusing on engaging academics in virtual training programs that may increase their chances of being open to new experiences in the education sector. In addition, it recommends redesigning the job description for all academics at RUW and encouraging them to put forward innovative ideas to update these job descriptions.  

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