Personality Traits: Its Influence on Teaching Performance

Master of Arts in Education

This study explored the influence of teacher’s personality traits on their teaching performance in Pantukan South District, Davao de Oro, Philippines. A descriptive correlational design was utilized, involving 240 participants from five selected elementary and secondary schools. Adapted survey questionnaires were used to gather data, with statistical treatments including mean, Pearson correlation coefficient, and multiple linear regression analysis. SPSS software was utilized to statistically analyze the collected data. Results revealed that teachers strongly manifested positive personality traits. Teaching performance was also rated highly across all three dimensions. However, findings showed no significant relationship between the overall personality traits and teaching performance, and no single personality trait was found to significantly predict teaching performance. The study concluded that while personality traits alone do not determine teaching effectiveness, they may still play a supportive role in shaping classroom dynamics. Recommendations included fostering holistic teacher development programs that balance personality awareness with pedagogical skills. The study also suggested further research in broader and more diverse educational contexts to explore additional factors affecting teachers’ performance.

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