Happiness Personality Traits and Optimism in College Teachers

Synopsis

Name of students: Ayesha,

Aneeza, Aqsa, Rabia, Rimsha
ROLL NO. ____________
Name of Program: M.Sc.
(Applied Psychology)
SESSION: (2022-2024)

Supervised By
Miss Iqra Waheed

Department of Applied Psychology

Queen Mary College, Lahore.

Abstract

The present research was aimed at investigating the predictive role of personality traits and
happiness in forecasting optimism of teachers working in public and private colleges. The
participants of this study included 100 teachers with age range of 25-40 years. Data were
collected by using Oxford Happiness Questionnaire (Argyle & Hills, 2002), Life Orientation
Test-Revised (Scheier, Carver & Bridges,1994), and International Personality Item Pool
(Goldberg,2006). Cronbach alpha of these scales on current sample was found good. Results
revealed that happiness, conscientiousness, emotional stability, agreeableness, and openness
were significant positive correlates of optimism. Moreover, optimism was predicted by
happiness, conscientiousness, and emotional stability. Furthermore, teachers working in colleges
had higher level of optimism as compared to teachers of private institutions.
Furthermore, there were non- significant gender differences on optimism. Findings of
present study has important implications for school and college teachers, administrators, and
principals of educational institutions.

Introduction
The aim of this research is to study Happiness and Personality traits as a predictor of Optimism in college
Teachers. The research will show that they are three different concepts. Although all three are generally
thought as a positive, they each have different qualities. They are not interchangeable!

1.1 Happiness
According to many emotion theorist (such as Pual Ekman) Happiness is one of “Big Six emotion
(even if you count contempt) which also include surprise, fear, disgust, anger and sadness (Cornlius,
1996). Happiness is highly valued good in social policy. It is greater that we should try to reduce
human suffering and make life more satisfying for a greater number. As such happiness is a current
output indicator of policy success (Veenhoven, 1993.A).
1.1.1 Theories of Happiness
Happiness or life-satisfaction is the degree to which one judges the quality of one’s life favorably.
Elsewhere I have delineated this definition in more detail Veenhoven, 1984: 22— 25). Theories of
happiness differ in assumptions about the sources of information used in the evaluation of life.
1.1.2 Comparison-theory
This theory assumes that the evaluation of life is based on a mental calculus, in which
perceptions of life-as-it-is are weighted against standards of how-life-should-be. Standards of
comparison are presumed to be variable rather than fixed, and to follow perceptions of
possibilities. In other words, we would judge life by what we think it can realistically be. What
life could possibly be is either inferred from observation of other people, or by our own
experiences. Therefore, improvement of living conditions in a country would inevitably involve a
raising of standards. Conversely, deterioration of living conditions would lower.
1.1.3 Folklore-theory
This theory does not see happiness as an individual evaluation of life, but as the reflection of a
body of widely held notions about life, that is part of the national character. These notions are
seen to root in tradition, rather than in current realities of life. Consequently, subjective
appreciation of life in a country is expected to be largely unrelated to the present quality of life
in that country. An example may illustrate this theory: If hardship in earlier generations has
brought on a pessimistic outlook on life in a country, that outlook may persist for quite some
time, and will discourage a positive judgment of life in later generations. As a result a later
generation can be largely dissatisfied with life, even if living conditions have in fact become
quite favorable. Inglehart (1990:30) suggests this is the case in France and Italy. Conversely, a
 culture of optimism is seen to produce a fairly high level of happiness in spite of rather
miserable living conditions. The case of the USA is often mentioned in this context (e.g. by
Ostroot and Snyder 1985). Folklore-theory is the collective variant of „trait-theory‟ of happiness.
Elsewhere, I have considered this theory in more detail (Veenhoven, 1993B, 1994).

1.1.4 Livability-theory

This is the theory that subjective appreciation of life depends in the first place on the objective
quality of life; the better the living-conditions in a country, the happier its inhabitants will be. Unlike
comparison-theory, livability-theory focuses on absolute quality of life, rather than on relative
difference. People are presumed to be happy in good living-conditions even if they know that others
enjoy even better conditions. „Good‟ living-conditions are presumed to be conditions that fit human
nature well; in other words, living-conditions that are „livable‟. For most animals livability is largely an
ecological matter, for the human species societal qualities are involved as well. The livability of one’s
society is the degree to which collective provisions and demands fit with individual needs and capacities.
Factual requirements for livability do not necessarily coincide with desirability's of Ruut Veenhoven 2
The crossnational pattern of Happiness ideology. Elsewhere I have delineated this concept in more detail
(Veenhoven, 1993B: Ch. 2) Livability-theory is closely connected to the idea that there are universal
human needs. It sees human societies as collective arrangements to gratify these needs, and assumes
that societies can be more or less effective in that respect. The theory is a basic canon in social policy
and hence in Social Indicators Research. It was in fact taken for granted until various studies in western
nations showed that subjective happiness is hardly related to objective position with respect to income,
education, age and gender.

1.2 Personality
Personality has been defined in various ways, including one’s outward appearance, one’s role in life,
the loyalty of one’s qualities or attributes, one’s general behavior pattern and many others. The
word comes from a Latin source “persona” meaning masks, defined the characters with layers of
makeup. Definitions • Personality is defined as “The dynamic organization within the individuals of
these psychological systems that determine his unique adjustment to his environment”. (G. Allport)
• Personality is more or less stables and enduring organization of a person’s character,
temperament, intellect and physique that determines his unique adjustment to his environment. (H.
Eysenk) • Defined; personality is that which permits a prediction of what a person will do in a given
 situation. (R.B. Cattl) • A person’s unique pattern of traits is called personality. (J.P. Guilford) •
Defines personality as each individual characteristically recurring patterns of behavior. (L.Kolb)
1.2.1 The Trait Perspective Personality Theory Definition
The trait personality theory emphasizes the characteristics of the personality and is less
concerned with the development of the personality. This theory concentrate on the descriptive
terms used to detail an individual. This theory believes that these descriptive terms, such as
happy, outgoing, and angry, make up a personality. This personality focuses on the differences
between individuals that formulate their personalities. The combination of these traits or
descriptive terms works together to create the entire personality. The character traits this
theory focuses on are called the Big Five Personality Dimensions: • Openness measures a
person’s adaptability, abstract thinking, and creativity. • Conscientiousness focuses on an
individual’s ability to meet goals, pay attention to details, and prepare for tasks. • Extraversion
measures if a person is excitable, easy to talk to, assertive, and conversational. • Agreeableness
measures the persons trust, empathy, affection, and kindness with others. • Neuroticism
focuses on whether a person moody, stressed, sad, depressed, or is dramatic.

1.2.2. Trait

A trait refers to any characteristic that differ from person to person in a relatively permanent and
consistent way. When we informally describe ourselves and others with such adjectives as "aggressive",
"cautious", "excitable", "intelligent" or "anxious", we are using trait terms. Psychologists are concerned
with determining the basic traits that provide a meaningful description of personality and finding ways
to measure these traits. Trait can also be defined as an enduring personality characteristic that tends to
lead to certain behaviour.

1.2.2 GORDON ALLPORT’S THEORY

He believed that each individual has a unique set of personality traits. One of the first and most
influential of the modern personality theorists, also believed that traits actually existed within
the person as “neuro-psychic systems” but he described them in a different and far more
scientific way then did Gall. Allport discussed several kinds of traits, organized according to their
generality. According to Allport, three kinds of trait formed the structure of the personality,
which in turn determined an individual’s behaviour. Instead of environmental traits are given
factors, below: he stressed on structure of the personality.Types of trails are given below:
Cardinal Traits
 These are the traits which determine behaviour in the widest range of circumstances. These
traits are most powerful and pervasive. They dominate an individual’s personality. However, few
people actually possess cardinal traits. Because most people are not characterized by just one or
two traits e.g. Mother Tresa’s altruism or Hitler’s Power hunger. Central Traits These are not as
broad as cardinal traits but are still fairly general. They are limited in number. He believed that
most people have 6 to 12 central traits that are usually adequate to describe personalities for
example, Individual’s personality might be described as friendly, kind, talkative, lively or active.
Central traits are usually apparent to others and comprise characteristics that organize and
control behaviour in many different situations. Central traits are equal to the descriptive terms.
Secondary Traits
They are more specific to certain situations and control farless behaviour. Secondary
traits appear only in certain circumstances. As they are limited in frequency and least important
in understanding in individual’s personality. They include particular attitudes and preferences,
such as type of food or music a person like. Further, Allport pointed out that some traits
appeared to some extent In everyone labeled them as “common traits” and some traits are
unique to the individual called “individual traits” or unique traits. Allport’s influence upon the
development of modern trait theories has been enormous, but the problem is describing and
reaching all of the 18,000 or so traits names in the English language.
1.2.3 CATTELL’S TRAIT THEORY
Cattell was one of the leading theorists who used factor analysis in his investigation. Factor
analysis is a procedure that allows the personality researcher to look at large amounts of data
relevant to the traits of many individuals and summarize what seems to “go with” what.
Investigator can group the traits which are related and classify them as personality factor. Factor
analysis is a complex statistical technique for reducing a large number of measures to a smaller
number of independent dimensions. The most extensive study of personality traits has been
conducted by Raymond Cattell, who collected data over three decades from questionnaires,
personality tests and observations of behaviour in real life situations. (He identified 16 factors
that he believes are the basic traits underlying personality) He divided these sources of
information about human behaviour into three types of data as Ldata, Q-data and T-data.
L-data
 L-data comes directly from the person understudy and from his life records which is generally
supplied by individuals who have observed the subject and who can provide information about
the individual behaviour.
Q-data
It consists of the subject’s answers to questions about himself.
T-data
It consists of scores on standardized, objective tests. Cattell argues that complete picture of
personality cannot be obtained without using these multiple data sources. Like Allport, Cattell
recognizes that some traits are broader and more pervasive than others.
Surface Traits
His extensive research has resulted in the grouping of human behaviour into 35 trait clusters.
Cattell calls these clusters as surface traits because they summarize the most obvious ways in
which overt behaviours are related. For example, “honest” is surface trait which summarize a
range of related behaviours that might include “telling the truth”, “paying the fine”, “returning
other’s things in time” and the like. The other end of this surface Cattell trait dimension, used
factor “dishonest” summarize an opposite set of related behavior . Cattell used factor analysis to
analyze the surface traits . Cattell regards these surface traits as manifestation of personality.
Source Traits
He isolated 16 source traits and developed a test called the sixteen personality factors (16-PF). It
measures the relative strengths in individual subject . He views the source traits as the “ building
blocks” of personality and notes that they stem from either environmental influences or
genetic-constitutional factors.
1.3 Optimism
Optimism, the theory, in philosophy that the world is the best of all possible worlds or, in ethics,
that life is worth living. It is derived from the Latin optimum (“best”).
Definition of optimism 1. A tendency to be hopeful and to think that good things will probably
happen. (Macmillan Dictionary). 2. The attitude that good things will happen and that People’s
wishes or aim will ultimately be fulfilled. (APA).
1.3.1 History of Optimism
The concept of optimism as part of human nature can be found as far back as the early 17th
century with the philosophical writings of Rene Descartes (Domino & Conway, 2001). However,
it wasn’t until the latter part of the 20th century that optimism was treated as a personality
 trait. Optimism can be considered as a cornerstone of human advancement and development
because optimism gives us not only a goal we can strive for, but also the imagination to dream
of goals that may otherwise seem improbable. Recent years have seen the growth of interest in
optimism as a personality characteristic with important implications for physical and emotional
health (Seligman & Csikszentmihalyi, 2000). Dispositional optimism, defined as generalized
expectancies of positive versus negative outcomes, has been proposed as a factor that may
buffer (or reduce) the debilitating effects of stress (Scheier & Carver, 1985, 1992). They believe
that a person’s level of optimism/pessimism either leads to continued efforts to attain goals or
leads to giving up. Optimism, construed as a stable personality characteristic, has important
implications for the manner in which people regulate their actions (Scheier & Carver, 1985).
Optimistic style is described as having the propensity to make specific, unstable, and external
attributions for negative outcomes and global, stable, and internal attributions for positive
events (Abramson, Seligman, & Teasdale, 1978; Peterson & Seligman, 1984). Along those points,
optimistic individuals exhibit an illusion of control, or the belief that they affect outcome over
which they may have no true control (Golin, Terrell, & Johnson, 1977). However, this sense of
control allows the individual to be more confident and self-assured when going into a situation.
Based on Scheier and Carver’s (1985) model, various studies have found optimism to be related
to greater psychological and physical drive, and perception of a person and his/her work
(Scheier, Carver, & Bridges 2001). Although researchers have focused on dispositional
explanations for stress outcomes, there is relatively little research exploring the relationship
between stable personality differences and stress and how this relationship influences the
individual at work (Long 1993). As noted above, optimism may be an important predictor for
occupational stress and burnout in individuals.
1.3.2 Theoretical Background (Theories of optimism)
In the past, psychology has examined various types of behaviors from a treatment perspective.
More specifically, the focus has often been on fixing existing problems and examining pathology.
However, there is a growing interest in the “positive” aspects of behaviors as potential barriers
to stressors. According to Folkman and Moskowitz (2000), researchers are examining the
positive outcomes of stress and the antecedents that predispose individuals to evaluate a
stressful event more as a challenge. One personality variable that has received attention as a
positive component of psychology is optimism. adjustment (Peterson, 2000). The qualities of
optimism make it attractive to examine as a buffer for stress because optimism is a direct
 representation of the motivation. Throughout history, optimism has been a particularly
debatable area in psychology and can be approached from two opposing viewpoints. One view
approaches optimism as a fundamental part of human nature, to be either praised or
condemned. In 1928, Freud proposed that optimism helps make civilization possible, but that
optimism is illusory and results in the denial of reality. Aaron Beck (1967) developed his
approach to and treatment of depression asserting that depression was a cognitive disorder
characterized by pessimism and hopelessness. He described people with depression as illogical.
Therefore, people who are not depressed are logical. These approaches eventually gave way to
views of positive illusions and people’s tendency to view themselves in the best possible light as
a sign of well-being (Taylor, 1989). Lionel Tiger (1979) proposed that optimism is one of our
most defining and adaptive characteristics that may have actually driven human evolution. The
second and opposing viewpoint treats optimism as an individual difference. At the same time
optimism was being discussed as human nature, other psychologists were addressing optimism
as a characteristic people possess to varying degrees. One major precursor in leading to
psychology’s interest in optimism as an individual difference was Julian Ratter’s (1966) social
learning theory and especially his theory on generalized expectations (locus of control and trust)
which legitimized an approach to personality in terms of broad expectancies about the future.
Michael Scheier and Charles Carver (1992) identified a popular approach to optimism as an
individual difference and referred to it as dispositional optimism. Dispositional optimism is
defined as the global expectation that good things will be plentiful in the future and bad things
scarce (Scheier & Carver, 1992). Dispositional optimism describes all realms of human activity in
terms of goals, and people’s behavior entails the identification and adoption of goals and the
regulation of action to reach these goals (Scheier, Carver, & Bridges 2001). Scheier & Carver
(1985) measure dispositional optimism with a brief selfreport questionnaire called the Life
Orientation test (LOT). Results from the LOT show that dispositional optimism is linked to
desirable outcomes and in particular to active and effective coping (Scheier, Weintraub, &
Carver, 1986).
1.3.3 Theory of Learned Optimism
A third popular approach to optimism as an individual difference comes from Martin Seligman
and colleagues. Seligman and his colleagues approach optimism in terms of how a person
explains the causes of bad events, what they termed “explanatory style” (Abramson, Seligman,
& Teasdale, 1978; Seligman, Abramson, Semmel, & von Baeyer, 1979; Buchanan & Seligman,
1995). Seligman (1991) claimed that each person has a style seeing causes, and will usually apply
it to their current situation. An optimistic person will explain bad events in a circumscribed way,
with external, unstable, and specific causes, whereas pessimistic persons will explain
unfavorable events as internal, stable, and global. Explanatory style is typically measured with a
self-report questionnaire called the Attributional Style Questionnaire (ASQ; Peterson, et. al.
1982). This notion of explanatory style emerged from attributional reformulation of the learned
helplessness model (Abramson, et. al., 1978) Learned helplessness, or extreme pessimism, is a
learned behavior that leads a person to think that present actions will have no effect on future
results. The original model of learned helplessness proposed that after experiencing
uncontrollable aversive events, animals and people become helpless – passive and unresponsive
– presumably because they have “learned” that there is no contingency between actions and
outcomes (Maier & Seligman, 1976). This type of learning develops the scheme in an individual
that future outcomes will be unrelated to present actions. This type of generalized expectation
later produces helplessness. On the other hand, optimism implies the opposite. While
pessimism is associated with and leads to incurring of negative outcomes, optimism is
associated with and leads to securing of positive outcomes (Scheier & Carver, 1985, 1992)
Another approach to the possibility that optimism has important behavioral consequences
derives in a straightforward manner from a rather general model of behavioral self-regulation
(Carver & Scheier, 1981; Scheier & Carver, 1982). The control theory of self-regulation focuses
on both negative and positive components of cognitive expectancies (Carver & Scheier, 1981).
Specifically, the theory proposes that difficult or stressful situations can produce negative
emotions when negative outcome expectancies are present (Carver & Scheier, 1981, 1990;
Scheier & Carver, 1982). The theory also proposes that individuals who display positive outcome
expectancies are better able to adapt to the negative consequences of stress (Carver & Scheier,
1990). An individual’s model of behavioral self-regulation is relatively stable, and the generalized
expectancies that one will experience either positive or negative outcomes in life may also be
consistent (Scheier & Carver, 1992). The control theory views optimism and pessimism as
separate poles, so the absence or abundance in one pole does not translate to the opposite of
the other. The concept of dispositional optimism is also partly rooted in the expectancy-value
theory (Scheier and Carver, 1985; Seligman, 1991). The motivational effect of optimism on
behavior is coupled with an impact on affect. Anticipation of continued effort results in positive
mood, while giving up is associated with emotions such as anger, frustration, and shame.
Optimists tend to continue to strive towards a goal when faced with adversity, while pessimists
will cease from striving when faced with adversity. Recently, Peterson (2000) introduced a
distinction between two types of optimism. Peterson (2000) differentiates between big
optimism, large and less specific expectations, and little optimism, specific expectations about
positive outcomes. The big versus little distinction formulates a model of optimism that has
several levels of distinction. Big optimism may be a biological tendency that produces a general
state of vigor and resilience. On the other hand, little optimism may be the product of
idiosyncratic learning that predisposes specific actions that are adaptive in concrete situations
(Peterson, 2000). The two types of optimism are no doubt correlated, but it is important to
distinguish the difference between the two. The reason for this is that the determinants of the
two may be different, and ways of encouraging them may therefore require different strategies
(Peterson, 2000). Trying to compromise all these approaches and theories might lead one to a
muddled understanding of optimism and its future in research. Lionel Tiger (1979) proposed one
of the most useful definitions of optimism: “a mood or attitude associated with an expectation
about the social or material future-one which the evaluator regards as socially desirable, to his
advantage, or for his pleasure” (p.18). Optimism has long been linked with several correlates
such as good health (Peterson, 1988; Peterson, Seligman, & Vaillant, 1988), immunological
robustness (Kamen-Seigel, Rodin, Seligman, & Dwyer, 1991; Scheier et al., 1999), health-
promoting behavior (Peterson, Seligman, Yurko, Martin, & Friedman, 1998), and ability to cope
with stress (Jex & Spector, 1996; Khoo & Bishop, 1997; Peacock & Wong, 1996). Research has
suggested that dispositional optimism has implications for the way individuals deal with stress
(Scheier & Carver, 1985; Scheier, Weintraub, & Carver, 1986). Cross-sectional research
examining the effect of optimism on events generally considered to be stressful have found that
higher levels of dispositional optimism were associated with higher levels of well-being among
individuals who provided care to spouses with Alzheimer’s disease (Hooker, Monahan, Shifren,
& Hutchinson, 1992), provided care to cancer patients (Kurtz, Kurtz, Given, & Given, 1995), or
were at risk for Acquired Immunodeficiency (Kurtz, Given, & Given, 1995), or were at risk for
Acquired Immunodeficiency Syndrome (AIDS; Taylor et. al., 1992). Recent research suggests that
the risk for occupational stress and burnout may be largely a function of individual differences in
workers’ dispositional characteristics (e.g., optimism) (Chang, Rand, & Strunk, 2000). There is
reason to believe that optimism may influence an individual’s risk for job burnout via the
 influence of expected positive outcomes which leads to reduced stress (Chang, Maydeu-
Olivares, & D’Zurilla 1997).

Literature Review

Occupational stress is an ever-increasing public health hazard and occupational risk factor. There are
growing concerns around the world; people work harder and longer while injury and illness rates
associated with occupational stress continues to grow. This field study explores the relationship among
optimism, the Five-Factor Model (FFM) of personality (conscientiousness, openness, emotional stability,
agreeableness, and extraversion), stress (perceived stress), and job performance variables (dedication,
teamwork, self-responsibility, winning attitude, fit, quality of operations, guest promises/service) in
employees of the service industry. It is hypothesized that the variable of optimism will be a better
predictor than the FFM personality constructs for predicting stress and job performance. More
specifically, it is hypothesized that individuals who score high on optimism will report lower levels of
stress and receive better job performance evaluations compared with their counterparts.
Questionnaires and surveys were administered and collected in a pen and paper format through
mailings to the participants. Participants (N=201) were asked to complete questionnaires on measures
of personality and stress while supervisors provided job performance ratings for each participant.
Results indicated that optimism demonstrated an increase in incremental validity over the FFM in the
model to predict stress. Optimism also yielded a higher correlational relationship with job performance
than the FFM. The current study provides additional support in demonstrating the validity and
practicability of using vi optimism as a predictive variable of stress and job performance in a working
population. Optimists hope for the best possible outcome, while pessimists plan for the worst. We
investigate how people’s predispositions to be optimistic versus pessimistic shape how they approach
politics. We argue that an optimistic personality is a psychological resource that contributes to the
practice of good citizenship behaviors. Using responses from the 2008 Cooperative Campaign Analysis
Project and the 2018 Cooperative Congressional Election Study, we demonstrate that people with
optimistic personalities are more politically engaged and participatory than those with pessimistic
dispositions. Optimists express more positive views of the American people, the government, and
national symbols as well. Because optimists have a more positive outlook toward the nation’s future,
they help contribute to levels of diffuse support for government and its symbols. While we might worry
that optimists hold an unrealistic view of the political world, we find little evidence that dispositional
optimism is associated with less accurate perceptions of political realities. Greater levels of psychological
well-being are associated with reduced disease and mortality risk, and lifestyle habits may be potential
mechanisms underlying these relationships. Prospective studies show that positive psychological factors
enhance the likelihood of adopting specific health behaviors; yet, whether they promote the adoption of
multiple healthy behaviors, which can have a multiplicative effect on disease and mortality risk
compared to individual behaviors, is unknown. We investigated whether happiness and optimism were
related to a healthy lifestyle (characterized by multiple health behaviors) over 10–22 years of follow-up;
we also explored bidirectional associations, assessing if a healthy lifestyle at baseline was related to
greater likelihood of experiencing higher happiness and optimism over time. Women reported levels of
happiness in 1992 (N = 52,133) and optimism in 2004 (N = 36,802). Health-related behaviors (physical
activity, body mass index, diet, alcohol and tobacco consumption) were self-reported and combined into
a lifestyle score, every four years from baseline until 2014. Multivariable generalized estimating
equations with a Poisson distribution were used. Women with moderate and higher (versus lower)
happiness levels were more likely to report sustaining healthy lifestyles (RR = 1.18, CI = 1.11–1.25;
RR = 1.39, CI = 1.32–1.46, respectively). In secondary analyses, the magnitude of the inverse association
was somewhat smaller (likelihood of sustaining higher happiness levels for baseline healthy versus
unhealthy lifestyle, RR = 1.11, CI = 1.10–1.12). Results were similar when considering optimism as the
exposure and in other secondary analyses (e.g., across individual habits). While bidirectional
associations are apparent, these findings suggest pursuing happiness and optimism as modifiable
determinants of lifestyle deserves further consideration. The present research was aimed at
investigating the predictive role of personality traits and happiness in forecasting optimism of teachers
working in public and private schools and colleges. The participants of this study included 154 teachers
(male = 80; female = 74) with age range of 26-50 years. Data were collected by using Oxford Happiness
Questionnaire (Argyle & Hills, 2002), Life Orientation Test-Revised (Scheier, Carver & Bridges, 1994), and
International Personality Item Pool (Goldberg, 2006). Cronbach alpha of these scales on current sample
was found good. Results revealed that happiness, conscientiousness, emotional stability, agreeableness,
and openness were significant positive correlates of optimism. Moreover, optimism was predicted by
happiness, conscientiousness, and emotional stability. Furthermore, teachers working in public schools
and colleges had higher level of optimism as compared to teachers of private institutions. Furthermore,
there were non-significant gender differences on optimism. Findings of present study has important
implications for school and college teachers, administrators, and principals of educational institutions.
Bentham (1977) proposed a need to measure individual’s happiness level for public policy effectiveness
in society; since then researchers started analyzing happiness in measurable terms, based on either
observation, psychological tests, or through self-reported happiness levels. There is a lot of research
done which highlights the importance of optimism and high selfesteem, the work of many was driven
towards understanding and predicting the outcome of the student’s academic achievement and how
this knowledge could be used for the benefit for the student body. The connection between self-esteem
and optimism was given by Smokowski et al. (2013). Moreover, it had been found that mindfulness
(Stupnisky, Perry, Renaud & Hladkyj, 2013; Zimmaro et al., 2016), gratitude and self-compassion (Sapura
and Mongrain, 2014), positive parenting style (Aydin, Sari & Sahin, 2014; Raboteg-Saric & Sakic, 2013;
Orejudo, Puyuelo, Fernandez-Terado & Ramos, 2012), role of school (Bum & Jeon, 2016) and role of
teachers (Park & Peterson, 2008; Yahyaei, Foroushani & Mahini, 2012) are ways of making the person
optimistic. Also, all of these ways are linked with high self-esteem and they ensure good mental health.
It had been found that, athletes enhance their self-esteem by saying positive and encouraging
statements towards themselves (Mousa, Rami & Abdu, 2014).

Personality trails This research investigated the mediating role of emotional intelligence between
personality traits and academic achievements among undergraduate students in Pakistan. A sample was
comprised of 150 undergraduate college students (boys = 74, girls = 76) having age range 1824 as boys
(M = 21.09, SD = 1.41) and girls (M = 20.18, SD =. 71). The data was collected from Queen Mary College,
Lahore, and Govt. G.C. University Lahore by using a convenient sampling technique. Big Five Inventory
(John & Srivastava, 1999), Trait Emotional Intelligence Questionnaire-Short Form (Petrides & Furnham,
2003), and student’s Cumulative Grade Point Average (CGPA) were used as measures. Mediated
hierarchical regression revealed that after controlling the effects of emotional intelligence (the
Mediator) the personality traits (extroversion, agreeableness, and openness) notsignificantlypredict
academic achievements which indicate full mediation. Implications of the findings were discussed for
family/home; educational settings, policy makers’ counselors, and clinical psychologists’ guidance in the
context of Pakistani culture. The present research was aimed at investigating the predictive role of
personality traits and happiness in forecasting optimism of teachers working in public and private
schools and colleges. The participants of this study included 154 teachers (male = 80; female = 74) with
age range of 26-50 years. Data were collected by using Oxford Happiness Questionnaire (Argyle & Hills,
2002), Life Orientation Test-Revised (Scheier, Carver & Bridges, 1994), and International Personality Item
Pool (Goldberg, 2006). Cronbach alpha of these scales on current sample was found good. Results
revealed that happiness, conscientiousness, emotional stability, agreeableness, and openness were
significant positive correlates of optimism. Moreover, optimism was predicted by happiness,
conscientiousness, and emotional stability. Furthermore, teachers working in public schools and colleges
had higher level of optimism as compared to teachers of private institutions. Furthermore, there were
nonsignificant gender differences on optimism. Findings of present study has important implications for
school and college teachers, administrators, and principals of educational institutions . Anjum, A., &
Amjad, N. (2016). Character strengths and wellbeing: A discriminant analysis between young adults from
counselling centres and community samples. Pakistan Journal of Social and Clinical Psychology, 14(1), 3-
14. Argyle, M., Martin, M., & Crossland, J. (1989). Happiness as a function of personality and social
encounters. Recent Advances in Social Psychology: An International Perspective, 189-203.

2.1 Rationale

Happiness, personality traits and optimism are an integral part of our life. Considering its importance
many researches all around the world have conducted studies on how to personality traits affect the
optimism of college teaches. In this research we want to explore and investigate that in this country
happiness and personality traits have an effect on optimism of college teaches. If there is effective so we
will increase it in our country and society. In Asian countries as well as Pakistan, teachers plays very
important role in developing students behaviour and improve optimism in students . But there is no
much attention on the factors that can affect and relate to this. There are never taught the appropriate
ways to demonstrate their personality traits, happiness and optimism. In Asian countries as well as
Pakistan, teachers plays very important role in developing students behaviour and improve optimism in
students . But there is no much attention on the factors that can affect and relate to this. There are
never taught the appropriate ways to demonstrate their personality traits, happiness and optimism. So
that students can grow up being more unhealthy and faced problems in future. At the same time when
students observe their teacher’s way of expressing or managing their happiness ,personality traits and
optimism which is often not appropriate as well , it further creates problems so they learn those in early
years of life. International literature has explored on how teacher’s expression of happiness , personally
trails optimism in educational setting is related to the regulation and social competence of students. But
not much work is being done in this area in our cultural content .The present study aims to investigate
the relationship between happiness, personality traits and optimism in college teachers.

2.2 Objectives of The Study

The main objectives of this research will be;

• To explore the relationship between happiness, personality traits and optimism.

• To determine the level of happiness in college teachers.

• To investigate the relationship of personality and optimism in college teachers.

2.3 Hypothesis

• There is likely to be a positive relationship between personality traits and optimism.

• There is likely to be a positive relationship between happiness and optimism.

• There is likely to be a positive relationship between happiness and personality traits. Method It will
provide an overview of the research methodology that will be used in the present study, including a
description of population and sampling strategy to collect data to answer the research questions of the
study.

3.1 Research Design

Correlational research design will be used to investigate the relationship between happiness, Personality
traits of college teachers and their optimism.

3.2 Sample

Sample will comprise of 100 college teachers and their age will be 25-40 years. The teachers in our
sample will be selected from Government and private colleges using convenient sampling strategy.

3.2.1 Inclusion / Exclusion criteria

• teachers who are ranging in age from 25-40 years will be included.

• Those participants will be taken who are from public and private sector colleges.

• Those participants will be excluded having any psychological issues (i.e., developmental delays) and
physical disability.

3.3 Operational Definitions of variables

3.3.1 Happiness

According to many emotion theorist (such as Pual Ekman) Happiness is one of “Big Six emotion (even if
you count contempt) which also include surprise, fear, disgust, anger and sadness (Cornlius, 1996).
Happiness is highly valued good in social policy. It is greater that we should try to reduce human
suffering and make life more satisfying for a greater number. As such happiness is a current output
indicator of policy success (Veenhoven, 1993.A). 3.3.2 Personality Personality is more or less stables and
enduring organization of a person’s character, temperament, intellect and physique that determines his
unique adjustment to his environment. (H. Eysenk)

3.3.3 Optimism

A tendency to be hopeful and to think that good things will probably happen. (Macmillan Dictionary).
The attitude that good things will happen and that People’s wishes or aim will ultimately be fulfilled.
(APA).

3.5 Procedure

First of all, synopsis will be approved from Institute of Applied Psychology, university of the Punjab,
Lahore. After the approval of synopsis, formal permission will be taken from the authors of scale. Then
official permission letter will be taken from Institute of Applied Psychology. Later on, different schools
will be approached and permission from these institutes will be taken to recruit data. To avoid possible
effect of socially desirability the privacy and confidentiality of participants will be assured. The purpose
of the research will be communicated briefly. The brief explanation of the detail regarding to research
will be given to participants. Researcher will explain the questionnaire to the participants. In the end,
the date will be analyzed and interpreted within our cultural context.

3.6 Ethical Consideration

Following ethical consideration will be taken care of

• The relevant scales will be used after the permission of the authors through email.

• Written consent will be taken from the participants and the researcher will brief them about certain
features of the research.

• The data will be kept confidential and used only for research purpose.

• No information of the participants will be discussed with anyone except concerned supervisor.

3.7 Statistical analysis

• Descriptive statistics will be used to calculate the mean, median, mode .

• Pearson product moment correlation will be used to analyze the relationship between happiness,
personality traits and optimism.

• Regression analysis will be used to analyze the prediction of variables.