EMOTIONAL STABILITY OF TEACHERS IS ASSOCIATED WITH CONSCIENTIOUSNESS AS MEDIATORS TOWARDS TEACHERS' PROFESSIONAL TALENT DEVELOPMENT IN MALAYSIA

Abstract

High-effort teachers tend to experience a higher level of exhaustion and emotional instability. Recent research suggests talent development training is needed to cultivate teachers’ personalities. This research aims to investigate how talent development is correlated with teachers' conscientiousness and emotional stability among teachers in MICSS and examine whether conscientiousness among MICSS teachers in Malaysia serves as a mediator for talent development and is associated with emotional stability. The researcher implemented quantitative research methodologies to collect numerical data from 357 Malaysian teachers serving at MICSS. It was found that talent development, conscientiousness, and emotional stability showed a weak-to-moderate correlation. Teachers' conscientiousness plays a full mediator role in the correlation between talent development and emotional stability among MICSS teachers in Malaysia. To the best of our knowledge, this is the initial endeavour to examine the relationship between the emotional stability, conscientiousness, and talent development of MICSS teachers in Malaysia.