Education Level and Professional Behavior with Public Employees

Abstract

The education level plays a paramount role both in the development of the personality and in taking new social roles and learning new behaviors, especially in the professional area. The general hypothesis of the research states that public employees with higher education are expected to be more assertive and emotionally balanced, internally controlled, and to have a stronger feeling of self-efficacy, which impinges on the behavior. The population focused on comprises 88 public employees of the Town Hall, the Department of Public Finances, the University Library, the Agency of Labor Force, and the Commerce Register. The tools that have been used are: questionnaires to evaluate the level of assertiveness and the self-efficacy (produced by the authors), Eysenck Personality Inventory, and Rotter I-E Scale. The results have emphasized the existence of significant differences between the public employees with higher education and those with medium education, in point of the level of assertiveness, the personal efficacy, the neuroticism, and the locus of control.