The teacher in the educational system: Toward an optimal psychological profile

Tomasz Juńczyk

doi:10.35765/mjse.2026.1529.13

Tomasz Juńczyk Adam Mickiewicz University, Poznań, Poland https://orcid.org/0000-0003-1664-0419

DOI: https://doi.org/10.35765/mjse.2026.1529.13

Keywords: stress, personality, creativity, mental health, teachers

Abstract

Research objectives (aims) and problem(s): The aims of this article are to analyze the literature on the optimal personality traits and competencies expected of teachers and to examine their potential role as a counterbalance to the external demands of the education system. It also focuses on teachers’ mental state, the distinctive features of the educational system as a workplace, and the relationship between teachers’ mental state and these features.

Research methods: This article is theoretical in nature and is based on a literature analysis.

Process of argumentation: The well-being of Polish teachers requires greater attention and a more in-depth, comprehensive analysis. It is influenced by the characteristics of the educational system, which represents a distinctive work environment where occupational stress emerges. The line of argument, therefore, begins with a brief overview of three key elements: teachers’ mental state, the characteristics of the educational system as a workplace, and contemporary definitions of occupational stress. The nature of these elements creates an urgent need to identify an optimal personality profile for teachers. The article presents existing proposals in this area.

Research findings and their impact on the development of educational sciences: The key findings suggest that the specific nature of teachers’ work environment may contribute to occupational stress, while contemporary models of occupational stress emphasize the interaction between external and internal factors. Strengthening teachers’ heuristic and developmental personality traits appears to be a promising direction for promoting the well-being of this professional group.

Conclusions and/or recommendations: To support teachers’ well-being, one can modify requirements, increase rewards, or provide external resources. Certain personality traits can be an effective counterbalance to external stresses.

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