Humanistic Studies and Social Researches

Abstract Background: Educational institutions globally face significant human resource (HR) challenges, including teacher burnout, attrition, and fluctuating morale. In response, psychological assessments are increasingly integrated into HR practices for selection, development, and retention. A clear synthesis of how these tools correlate with critical organizational outcomes—job satisfaction and organizational commitment—is needed.
Aims: This review aims to critically examine empirical evidence on the relationship between standardized psychological assessments used in educational HR and the job satisfaction and organizational commitment of teaching and administrative staff.
Methods: A narrative review methodology was employed. Peer-reviewed articles, empirical studies, and meta-analyses published between 2000-2025 were identified through systematic searches in databases including Scopus, Web of Science, PsycINFO, and ERIC. Keywords included: "psychological assessment," "personality," "emotional intelligence," "teacher job satisfaction," "organizational commitment," and "educational human resources."
Results: Consistent positive correlations were found between specific psychological constructs and the outcomes of interest. Personality traits, particularly conscientiousness and emotional stability, and higher emotional intelligence (EI) show strong, direct associations with increased job satisfaction and affective commitment. Person-organization fit, often measured through value congruency assessments, emerges as a significant mediator.
Conclusion: Psychological assessments, when ethically and strategically applied, provide valuable predictive and diagnostic insights for enhancing workforce well-being and stability in educational settings. Future HR practices should leverage these tools not merely for selection but for ongoing professional development and fostering a supportive organizational climate.

Abstract Objective: This review aims to synthesize and critically evaluate existing research on the relationship between personality types and learning styles among nursing students, with a specific focus on implications for English as a Second Language (ESL) acquisition. The goal is to consolidate findings to inform the development of more personalized, effective, and inclusive educational strategies in nursing programs.

Methods: A literature review was conducted, drawing on key studies that investigate personality typologies, particularly the Myers-Briggs Type Indicator (MBTI), and learning style models. The review synthesizes evidence from quantitative and qualitative research to explore the correlations between these psychological constructs and their practical applications in nursing education.

Results: The synthesized evidence consistently indicates a strong correlation between personality types and preferred learning styles. Introverted nursing students (e.g., INFP, ISFJ) show a marked preference for private, self-directed, and solitary learning environments. In contrast, extroverted students (e.g., ESTJ, ENTP) thrive in collaborative, group-oriented, and interactive settings. These preferences profoundly impact engagement, motivation, and academic success, particularly in the challenging context of second language acquisition.

Conclusion: Nursing education must proactively move beyond standardized teaching methodologies. Acknowledging and accommodating the diversity of learning styles rooted in personality is crucial for optimizing student outcomes. Implementing a multimodal teaching strategy that incorporates self-directed modules, collaborative activities, and reflective practices can create more inclusive and effective learning environments. This approach not only enhances academic and language skills but also fosters the development of well-rounded, adaptable nursing professionals prepared for the collaborative yet often autonomous nature of modern healthcare.