Type about it · Accept their failures ·
On the opposite, B type
personality is easy going, pay attention to others crucial reviews and
consequently are pleased with work life. They get frustrated with the problem
not people and take the situation lightly. They are more likely to move along
with the flow. They respect others views and show positive emotions so
experience job fulfilment (Kirkcaldy et al., 2002). Type B individualities do
not experience anxiety for executing actions and are more comfortable, easy going
and put up with others (Bortner, 1969).
Individuals with type B character obviously
have a reduced level of stress. They can work for a long time and never get
stressed even if nothing is completed. When a competition arises thy even don’t
mind letting go and just want to have fun. They love to discover new ideas and
love adventure. They love to enjoy and they have less anxiety levels.
The two types
of individuals A & B are different in their ways of dealing with stress
(Friedman and Rosenman, 1974). He recommended that type B are more capable to
cope with painful circumstances consequently reducing the probability to get
medical concerns. Personality B is more flexible and resistant to the other people. Research has shown that the relationship is low
between type B character and burnout (Kamaraj).
Type B do not control events or things around them (Friedman &
Rosenman, 1974). Relatively, B Personality were good in dealing with stress due
to family denials which is one of ostracism dimension (Yasmin Janjhua and
Chandrakanta). In opinion of Friedman and Rosenman (1974), type B is also goal
oriented like type A Personality, but not obsessed at achievement.
Features of type B
individuals are as follows:
Very well know their capabilities and
continuously work for fulfilling their dreams.
These individuals appreciate their success.
Less levels of stress.
These can get frustrated if they can’t
fulfil their dreams, but they are not worried about it
Accept their failures
They appreciate activities and contests, not for
the only purpose of successful but for the passion for the experience.
Sometimes they are too comfortable and laid-back
that they don’t have achieve the top of their professions.
They are even-tempered.
have good health
Do well with threat and failure
See the best in people
Knows how to have fun every moment
More enthusiastic about life
Put new individuals at ease
They like discovering concepts
They don’t always perform to win. They like the
thought of “love for the game”.
They are very flexible
They are patient
They are very calm
Schaufeli and Bakker
(2003) defines work engagement as:
‘Engagement is a
positive, fulfilling, work-related state of mind that is characterized by
vigor, dedication, and absorption”.
Studies on work engagement has been
done in various careers, such as teaching. In teaching career, issues in work
engagement have also obtained important feedback these days due to the globally
high attrition and turnover in teachers. Teacher turnover and attrition also
happen in other European countries with approximately 25%-40% of beginning teachers
quitting their job (Ewing and Cruz, 2003). Studies have shown that teachers
behaviour can passed on to students (Roth, Assor, Kanat Maymon, and Kaplan,2007)
Commitment is a mindset we hold of work well work
engagement is the concentration one has at work (Shuck, 2013). Engagement is associated
with self-efficacy (trust in the abilities to achieve projects in particular
fields). Xanthopoulou, Bakker,
Demerouti, and Schaufeli(2007) realized that self-efficacy (with positive
outlook and organization based self esteem) are organizational sources that could
foresee engagement. Self-efficacy of teachers acts as a factor that links dedication
for teaching and also intention to quit (Klassen & Chiu, 2011).
Employees in any backgrounds must involve
socially with co-workers, education exclusively focuses time spent on the formation
of permanent, significant relationships with customers from workplace (here students),
this is what describes the responsibilities of teaching. As a matter of fact, studies
suggest that student and teacher relation play a primary role to promote
student commitment and good outcomes (Davis 2003, Klassen, Perry, and Frenzel
2012, Pianta 2012, Wang 2009). Those teachers who take extra effort to maintain
good relations with students have good levels of happiness and are more likely
to experience less stress, also burnout (Jennings and Greenberg 2009). Employees
from other careers like health (doctors, nursing staff, psychologists) or
business employees (sales agents), could establish deep significant relations
with patients or customers, but seldom these employees invest their time like teachers
invest in their learners. As employees from other careers, teachers establish
relations with co-workers at the workplace, but focus on social relations with
students describes the task of teaching. Actually, the opportunity to cooperate
with learners is a good drive for many teachers coming into the field (Watts and