Abstract:

The purpose of this study is to determine the behavioral tendencies of procrastination according to the big-five personality traits of school administrators. The research also investigated the effects of big-five personality traits on procrastination behavior. This study was designed with a correlational survey model. Stratified sampling technique was used in the study. The universe consists of 3349 and the sample consists of 379 school administrators. The 'Tuckman Procrastination Tendency Scale' was used to measure procrastination tendencies of school administrators and 'Five Factor Personality Traits Scale' was used to measure personality traits. As a result of the research, a significant difference was determined between gender, marital status, age, professional tenure and procrastination behavior. There is also a significant interaction between personality traits (neuroticism, conscientiousness, and agreeableness) and procrastination behavior. Personality traits, on the other hand, account for 42% of the tendency to procrastination behavior. Although there are only a few studies on the procrastination and personality traits of prospective teachers in Turkey, there have been no studies of the relationship between the two concepts in the sample of school administrators. This study aimed at solving this important deficiency in the literature is the first study to examine the procrastination behavior and personality traits on the sample of school administrators in Turkish educational science literature. This work, which opens up new fields of study for future research, is thought to contribute to the literature on management and educational sciences.

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