RELATIONSHIP BETWEEN TEACHER’S PERSONALITY AND TEACHING EFFECTIVENESS AT PRIMARY SCHOOL LEVEL

Abstract

This study aimed to explore the association between teachers’ personality and their teaching effectiveness at the primary school level. The research approved a quantitative correlational design. The data were collected from 276 PST teachers. A convenient, purposive sampling technique was used for sampling. Two structured questionnaires were used for data gathering. The Goldberg Personality Inventory and a Teacher Effectiveness Scale developed by the researcher were used. Descriptive statistics were used to summarize the responses. Mean and standard deviation were run. The correlation was run to find out the relationship between variables. There was a significant and positive correlation (0.721) between teachers’ personality and teachers’ effectiveness. Multiple regression analysis was employed to assess the predictive influence of personality on teacher effectiveness. The regression model was originally to be statistically significant, F (25, 250) = 16.887, p < .001, representing that personality traits collectively contribute to variations in teacher effectiveness. The model explained 62.8% of the variance in teacher effectiveness (R² = .628). The adjusted R² of .591 represented a strong predictive ability. This study concludes that personality plays a vital role in enhancing teaching effectiveness. It is recommended that teacher training programs should focus on teachers’ personalities for educational improvement.