Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing.

The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers' work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: , and . The results indicated that the personality traits , , and are significant predictors for all three variables, while , and are not predictors for any of the variables. However, in the third step of the regression analysis, was found to lose its predictive quality for the variables and , its place being taken by . Both and are significant predictors for , for and for . Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers' performance.