ASSOCIATION BETWEEN TEACHERS’ PERSONALITY TRAITS AND TEACHERS’ BURNOUT: MODERATING ROLE OF EMOTIONAL INTELLIGENCE

Purpose of the study: The current study aims to recognize the association between teacher's personality traits and burnout in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The current study predicts the moderating role of emotional intelligence in the relationship between personality traits & burnout levels of university teachers. Methodology: Quantitative research method was used in this study. Questionnaires were distributed to 317 samples of university teachers in District Peshawar, KP, and Pakistan. To check validity KMO & Bartlett's test was used. Cronbach Alpha Coefficient was used to test reliability. Meanwhile, hypotheses were tested through regression analysis and t-tests. Main Findings: It was indicated that openness to experience and neuroticism personality traits predict emotional exhaustion, depersonalization, extroversion & neuroticism express personal achievement. Emotional intelligence significantly moderates the association between a teacher's personality traits & burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers. Applications of the study: This study will add to the present level of understanding of constructs like personality traits, emotional intelligence, and burnout. The findings of this current study will also help university teachers to know about their dominant personality traits, their emotional level of intelligence. The current study results will help stimulate further research. Novelty/Originality of the study: To our knowledge, there are only fewer amount of research studies on studying the association between teachers' burnout & personality traits in university teachers particularly, in the context of Pakistan. Keeping in view that previous studies were not focused on the role of emotional intelligence in the relationship between the above-mentioned dependent and independent variables.


INTRODUCTION
Personality goes beyond the superficial physical qualities of an individual, it refers to the totality or collection of various characteristics. The distinctive, somewhat stable attributes of a person's character (both internal and external) that influence deeds and actions in diverse circumstances are called personality (Schultz and Schultz 2016). The word "personality" comes from the Latin word "persona," which means a cover or mask wore by actors to depict their personalities (Pandey and Kavitha 2015). The Big Five personality trait framework (Costa and McCrae 1992), as cited in (Komarraju, Karau, et al. 2011) has emerged as a robust and parsimonious model for understanding the relationship between personality and a variety of academic behaviors ( (Poropat 2009). Being disciplined, methodical, and goaloriented all seem to be examples of conscientiousness. The degree of emotional stability, impulse control, and anxiety is described as neuroticism. Extraversion manifests itself as increased friendliness, assertiveness, and sociability. A deep intellectual curiosity and a preference for novelty reflect openness. Finally, agreeableness relates to the ability and get along with others (Komarraju, Karau, et al. 2011).
From a broader point of view, the concept of burnout connected with life dissatisfaction and workplace depression (Ahola and Hakanen 2007); (Hakanen and Schaufeli 2012); (Toker and Biron 2012) as a basis for workers' disability raises important issues for practitioners, which have extensive implications for employees (including teachers), clients, employers and insurance providers (Hall, Johnson, et al. 2016). There is a need to better understand the risk factors, protective factors against the development of burnout, and various underlying mechanisms. Research and conceptual development that include the testing interplay between personality factors and the burnout experience are needed for firm progress. Attempts to identify risk factors that enhance inclination to job burnout have been mostly limited by a tendency to focus on selected external/environmental than the internal/dispositional contributory factors to the syndrome (Chirkowska-Smolak 2009). To get a better understanding of the process of burnout, the personality-burnout relationship should receive more attention. Several theoretical mechanisms suggest that the various personality traits will The teachers belong to the professional group most exposed to occupational burnout, and in Poland, there are higher and higher rates of burnout in this population (Tucholska 2008). Performing the teaching profession in the contemporary, dynamically changing and complex world is a big challenge and is burdened with high requirements, which makes teachers exposed to experiencing strong and long-lasting stress. On the one hand, teachers have to meet high requirements related to their professional role, i.e.: contact with other people, emotional involvement in work, continuous improvement of professional skills, as well as functioning in a stressful work environment and the need to constantly deal with difficult situations as cited in (Zawadzka, Kościelniak, et al. 2018).
On the other hand, teachers are required to carry out many different tasks and perform many functions simultaneously, such as model function, didactic function, instructional function, and educational function. The model function is related to providing the students with a good example and establishing a constructive personal pattern for them. The didactic function consists of being an efficient educator who, comprehensively and clearly, provides students with reliable knowledge based on the latest scientific achievements. The instructional function is about being a skilled coach who can facilitate and improve the process of acquiring knowledge and basic skills. On the other hand, the educational function refers to being a kind of "a guide", giving support in the field of discovering and stimulating personal potential, supporting the developmental tasks, and sharing responsibility for the development of students (Gaś 2001).
In addition, the teaching profession is characterized by indirect effects of work, and potential rewards are away over time, which can give rise to a lot of frustration. All these factors contribute to the fact that the teachers' professional group is particularly exposed to the teacher's burnout at the workplace. It is also worth emphasizing that the burnout syndrome mostly affects those engaged in work and working in educational institutions where high standards of work matter (Kirenko and Zubrzycka-Maciąg 2011). They are deeply involved in their work and carry it out with great passion, but in a situation where they do not see the expected results, they experience a strong disappointment.
Burnout in teachers affects job meaning and satisfaction, but also it makes it impossible for teachers to achieve professional accomplishment, giving us a sense of personal failure. On the psychic level, these teachers suffer from depression, a sense of loneliness, and isolation from other people. Teachers affected by burnout are convinced that they have failed in professional life and have lower self-esteem. They perceive themselves and their accomplishments in a negative light, feel misunderstood by their superiors, and lose their ability (Zawadzka, Kościelniak, et al. 2018). To gain a clear understanding of associations among teachers' personalities, emotional intelligence, and teacher Burnout, this study was conducted. In general motivation behind this study elucidate the functions of various dynamics in teacher burnout, keeping into consideration that former studies produced inconsistent results between burnout & personality and pay little attention to emotional intelligence. From a theoretical perspective, this mentioned study focuses on important constructs i.e., personality traits, burnout, and emotional intelligence. About contextual contribution, the current study is of great significance as it is a new kind of study in District Peshawar (KP), Pakistan.

LITERATURE REVIEW
Emotional stability, extraversion, conscientiousness, agreeableness, self-esteem, Self-Efficacy, locus of control, positive affectivity, negative affectivity, optimism, proactive personality, and hardiness, according to (Alarcon),2009 are related to burnout. They found that personality traits expressed in the Five-Factor Model are strong predictors of each of the burnout dimensions. The relationship between negative experiences and burnout is also controlled by Big-Five traits, suggesting that personality may help to protect against known burnout risks (Bakker, Van Der Zee, et al. 2006). These findings also show that employee personality is related to burnout and that the role of personality variables in future burnout research should be addressed.
Shakeel, Khan, et al. 2021 conducted a study to see if there was a relationship between personality traits and burnout in public school teachers. They also explored how school climate affects the relationship between self-efficacy and burnout. For this quantitative study, data was collected from 375 teachers, and the deductive methodology was used. Personal attributes have a massive effect on burnout via self-efficacy, according to the research. This research can help educators, researchers, and practitioners identify and avoid factors that lead to burnout, as well as alleviate burnoutrelated emotions when they occur.
Using Christina Maslach's three-factor burnout model, (Zawadzka, Kościelniak, et al. 2018) discovered the relationship between Big-Five personality traits, perceived self-efficacy, & characteristics of professional burnout (emotional burnout, depersonalization, perceived lack of own accomplishments). This would be based on facts collected from 271 teachers years of age from 20 to 68 (82 percent of them are female). Furthermore, general self-efficacy beliefs appear (GSEB) to act as a buffer, preventing those with high levels of neuroticism from feeling depressed. It was also observed that GSEB acts as both a mediator and a supporter of Extraversion, Conscientiousness, and Neuroticism in the interaction between them.
The researchers (Savas, Bozgeyik, et al. 2014) looked into the link between self-efficacy and burnout. The sample included 163 randomly selected teachers from various primary and senior public schools. According to the findings of the data analysis, there was a substantial, medium, and negative Teacher self-efficacy and burnout levels get a relationship. (Sarıçam and Sakız 2014) studied Turkish special education teachers (118) to examine if there was a relation between teacher self-efficacy and burnout. According to the data, there were strong relations between teacher self-efficacy and weariness. There were significant differences across genders and branches in terms of burnout and teacher self-efficacy. Self-efficacy was proved to be a powerful predictor of burnout domains using structural equation modeling indices. Self-efficacy beliefs, according to the study, are critical for teachers' emotional involvement, sense of accomplishment, and engagement.

Sulea, Van
Beek, et al. 2015 investigated the relationships between three categories of well-being -engagement, boredom, and burnout -and personality, determining if basic need satisfaction has an incremental impact over personality in explaining these well-being types. They discovered that agreeableness and neuroticism were associated with each well-being component in a sample of 255 students, whereas conscientiousness was only associated with engagement and boredom, and extraversion was only connected to burnout.
Skodova and Lajciakova, 2013 investigated the impact of personality variables on the burnout syndrome of 111 university students. Using structural equation modeling indices, self-efficacy was found to be a powerful predictor of burnout domains. According to the study, self-efficacy beliefs are essential for teachers' emotional involvement, sense of accomplishment, and engagement. Burnout was significantly decreased in the experimental group (95 percent confidence interval) after the training, but the control group showed no significant difference. In addition, the experimental group's sense of coherence improved (95 percent confidence interval), although self-esteem levels did not change significantly. Psychosocial training was shown to help students in healthcare professions prevent burnout. In helping professions, psychosocial training is a good method for minimizing burnout.
Prins, van Vendeloo et al. 2019 looked at the links between personality factors, and burnout symptoms among residents. A cross-sectional online poll was undertaken among Dutch residents. One thousand two hundred thirty-one residents took part, with 185 (15.0 percent) of them meeting the burnout criterion. In all disciplines, neuroticism was found to be significantly linked to resident burnout. (van der Wal, Bucx et al. 2016) looked at the impact of personality variables on the incidence of psychological distress and burnout. Burnout and psychological discomfort were detected in 39.4% and 18% of all responders, respectively. The most important personality trait that influenced psychological pain and burnout was neuroticism.
In surgical residents, extraversion was linked to a lower risk of burnout. After accounting for gender, overtime, job autonomy, job satisfaction, work-life balance, and perceived learning environment quality, these findings remained extremely significant. Residents' personality features were found to be linked to their likelihood of burnout. Residents who scored high on neuroticism consistently reported higher levels of burnout. According to (Lindeman, Petrusa, et al. 2017), Burnout is common among surgical residents, and it could be affected by personality, emotional intelligence (EI), or work experiences. Significant burnout was noted by 51% of residents, according to the findings. Higher scores were linked to the female sex. Bivariate analysis revealed that high EI scores, agreeableness, and emotional stability personality traits, and pleasant working experiences were all protective against burnout. Higher EI and positive work experiences were independent predictors of lesser burnout after multivariable adjustment.
Psychological distress, burnout, and compassion fatigue among hospital pharmacists were examined in a cross-sectional study (Higuchi, Inagaki, et al. 2016 Nurse burnout is influenced by personality qualities, and burnout symptoms differ based on the personality features of the nurses. (Molavynejad, Babazadeh et al. 2019) measured burnout levels in oncology nurses to establish burnout stages and examine the association between burnout and demographic and personality variables. Personal accomplishment had a negative link with anxiety and sadness, whereas depersonalization and emotional tiredness exhibited a strong positive link. Personality qualities should be considered in the prevention of burnout syndrome due to their impacts on burnout dimensions. (de Looff, Nijman et al. 2018) investigated the connection between burnout symptoms and the kind and degree of violent behavior experienced by nurses. Personality traits and emotional intelligence (EI) were also explored for their moderating effects. Employee burnout symptoms were found to be positively connected with physical aggression. Stress management abilities, an EI subscale, but not personality, were found to mediate this link.
For the knowledge of the researcher, there is a lesser amount of literature available on the relationship among teachers' personality traits, emotional intelligence, and university teacher burnout in Pakistan. Literature review shows burnout is mainly associated with emotional intelligence. Therefore, as per the importance of personality structure & emotional intelligence in burnout and due to the paucity of research in this realm, the connection between personality traits and emotional intelligence is attempted to find by us. To develop and propel our perception of the segments affecting teacher burnout, this study was hypothesized. The theoretical model of this study is showed in Figure 1.   Validity: According to (Joppe 2000), validity refers to the extent that the research instrument measures which it was planned to measure". Validity was checked through factor analysis.  .000 KMO and Bartlett test from table 3 indicate that the value of the KMO test has been found more than .70 which means that the factor analysis is suitable and may be used in the study. .000 The

Data collection procedure
The researcher administered 317 questionnaires among university teachers in district Peshawar KP citizens whose ages range from 25 to 60. Respondents filed a questionnaire containing series of questions. The questionnaire consisted of 94 questions and was divided into four sections. Section A consists of seven questions, to know about respondent's demographic profiles. Demographic variables include gender, university, qualification, experience, age, designation, marital status. Section B (thirty-one questions) were about respondents' response towards personality traits. Section C of twenty-two questions determined teachers' perception of burnout. In Section D, a new set of thirty-four questions was about teachers' emotional intelligence. To calculate the response of respondents five-point Likert Scale was used in which 5 symbolizes strongly agree and 1 denotes strongly disagree. In this way, each question is scaled in which higher score values direct a positive attitude about the main variables of the study.

Hypothesis Testing
Association between teachers' personality traits & burnout was tested and results are presented below.   From the model, it is evident that the adjusted R square is .183. It means that personality traits can account for almost 18 % of the variation in teachers' emotional exhaustion. Above table indicating that significant value for openness = .002, consciousness= .000 and neuroticism= .002 which means that the above mentioned dimensions of personality does have significant relationship with university teachers' emotional exhaustion while extroversion= .00 and agreeableness= .025 proven insignificant relationship between said variables. H4: There is a significant association between teachers' personality traits and personal accomplishment among university teachers  A significant difference was found between public and private sector university teachers concerning their burnout in District Peshawar, KPK, as results prove (p=.000). Further, it was seen that teachers of the public university have low burnout levels as compared to teachers of a private university.

H5: There is a significant difference between public & private university teachers regarding their burnout District Peshawar, KPK
H6: There is a significant difference between male &female university teachers regarding their burnout in District Peshawar, KPK It is cleared from the above table that showed a significant difference between male and female university teachers concerning their burnout in District Peshawar, KPK. It was found that female teachers were more burnout than male teachers as the p-value is less than .005 (p=.000). Further, it was seen that private sector university teachers were more burnout than public sector university teachers.

DISCUSSION/ANALYSIS
This study put forward seven goals. The first goal test association between personality traits & teacher burnout. The second goal confirmed the relationship between personality facets & emotional exhaustion of teachers. The third goal is to validate the relationship between personality dimensions &depersonalization. The fourth goal is to determine the relationship between traits of personality and personal accomplishment. The fifth and sixth objective is about the significant difference between private& Public Sector University teachers regarding their burnout, a significant difference between male-female university teachers concerning burnout respectively. Finally to investigate the moderating role of emotional intelligence in the association between teachers' personality traits & burnout among university teachers in District Peshawar, KPK, Pakistan.
In hypothesis 1, the study investigated the personality aspects that affect university teachers' burnout level in districts Peshawar in terms of openness, extroversion, agreeableness, consciousness &neuroticism. As regards our first hypothesis we concluded that personality traits can predict teacher burnout. This result is consistent with (Cano-García The association between personality traits and teacher's depersonalization is the 3rd hypothesis. For the investigation of the H3 hypothesis, five sub-hypotheses were intended as follows. H3. A hypothesis is checked through regression analysis which was the outcome of the relationship between openness to experience personality trait and depersonalization was measured by hypothesis H3. A is found negative and significant through regression analysis which is supported by the p-value (P˂.05) at the regression weight -.112. It is validated that if the openness to experience personality trait of university teachers in District Peshawar enlarges by 1 unit, the depersonalization decrease by -.112. Some of the previous studies did not agree with these results. . Teachers who possess low scores in conscientiousness are more susceptible to be depersonalized as these people are somewhat less reliable, aimless, careless, disorganized, late, and lazy. The results of hypothesis H3.C presented a positive and insignificant relationship of extroversion personality trait and depersonalization as p˃0.05 at regression weight .635 which implies that due to a 1unit increase in extroversion, the depersonalization will move upward by .635. The results of hypothesis H3. D indicates a positive and insignificant relationship between agreeableness personality trait and depersonalization at p˃0.05 at regression weight -.452 which explains the inverse change of -.452 comes in depersonalization due to one unit upward change in an agreeableness personality trait. The result of the H3.D hypothesis finds support in the literature for example in a study by Fontana and Abousaarie (1993) and Cano-Garcia, Padilla-Munoz, and Carrasco-Ortiz (2005). according to (Dornyei 2005), a person, who is not agreeable possess characteristics of rude &uncooperative behavior which leads to depersonalization. The hypothesis H3. E is presenting the positive but significant results of the relationship between neuroticism personality trait and depersonalization of university teachers. Since the regression weight, .786 with p˂0.05 indicates the positive influence of neuroticism personality trait on depersonalization.
Hypothesis 4, investigated the association between personality traits and teachers' accomplishments. For the investigation of the H4 hypothesis, five sub-hypotheses were intended as follows. The outcome of the relationship between openness to experience personality traits and personal accomplishment was measured by hypothesis H4.A is found negative and insignificant through regression analysis which is supported by the p-value (P˃.05) at the regression weight -.019. It is validated that if the openness to experience personality trait of university teachers in District Peshawar enlarges by 1 unit, the personal accomplishment decrease by-.019. The hypothesis H4.B is presenting the negative insignificant results of the relationship between consciousness personality trait and personal accomplishment which is supported by the p-value (P˃.05) since the regression weight -.039 indicates the negative influence of consciousness on personal accomplishment and change of -.039in depersonalization occurs due to 1 unit change in consciousness. The results of hypothesis H4.C presented a positive and significant relationship of extroversion personality trait and personal accomplishment as p˂0.05 at regression weight .766 which implies that due to a 1-unit increase in extroversion, the personal accomplishment will move upward by .766. Individuals who are not extroverts have attributes of calm &less positive emotionality (Dornyei 2005) and (

CONCLUSION
It was concluded by the researcher that a significant association between personality traits and teachers' burnout was found. Results showed that all five facets of personality did have a significant effect on university teachers' emotional exhaustion dimension of burnout. Results further revealed that of five personality dimensions, openness & neuroticism personality dimensions do have a significant association with the depersonalization dimension of burnout. The present study results indicate that two traits of personality namely extroversion and neuroticism significantly affect personal accomplishment. Furthermore, it was identified that emotional intelligence significantly moderates the association between personality traits & teachers' burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers respectively.

LIMITATION, IMPLICATIONS, AND STUDY FORWARD
This study is not free from limitations. Results of the current study cannot be generalized to school teachers as the current research only includes university teachers; further research can be conducted on secondary school teachers. It is recommended to conduct a comparative study of university teachers between public & private sectors. Data were collected only from a few (317) respondents. It would be of some utility if this research is replicated on a larger sample.
Time and cost constraint is another limitation for this study. More time and financial resources can increase the generalization of the present study results. The current study is cross-sectional and longitudinal studies are recommended to explore the relationship between personality traits & burnout. Chronological variations in burnout caused by personality can be recognized by longitudinal studies.
The researcher recommends using some moderators other than emotional intelligence such as perceived organizational support. Workers feel emotionally exhausted in a hectic situation & support from the organization reduces burnout irrespective of personality traits.
The present study contributed to literature related to burnout, personality, and emotional intelligence among university teachers burnout in the teaching profession. University-level prevention programs about burnout and appropriate training and education to qualified teachers are recommended by university management to deal effectively with stressful situations. As far as practitioners are concerned, the present study recognizes personality traits more susceptible to exhaustion.