PERSONALITY TRAITS OF

TEACHERS AND ACADEMIC

PERFORMANCE OF THE
LEARNERS
MS. ROSANNA JOSE CUEVAS
 PERSONALITY IS RELATED TO EVERY MEANINGFUL INDIVIDUAL
DIFFERENCE. RESEARCHERS AGREE THAT PERSONALITY IS THE
DYNAMIC AND ORGANIZED SET OF CHARACTERISTICS OF A
PERSON THAT UNIQUELY INFLUENCES HIS OR HER COGNITIONS,
MOTIVATIONS AND BEHAVIOR. LIKEWISE, PERSONALITY TRAITS
ARE RELEVANT TO ORGANIZATIONS ESPECIALLY IN SCHOOLS
TODAY BECAUSE RESEARCH HAVE SHOWN THEY HAVE THE
POTENTIAL TO PREDICT WORK PLACE BEHAVIORS AND ATTITUDES
SUCH AS PERFORMANCE AND ENGAGEMENT.
THE STUDY “TEACHERS PERSONALITY TRAITS AND ACADEMIC
PERFORMANCE OF THE LEARNERS” SOUGHT TO DETERMINE THE
PERSONALITY TRAITS OF TEACHERS BASED ON THE FIVE FACTOR
MODEL (BIG FIVE PERSONALITY TRAITS) BY COSTA AND MCCRAE
AND ITS RELATIONSHIP TO THE ACADEMIC PERFORMANCE OF THE
LEARNERS.
 MORE SPECIFICALLY, IT AIMED TO ANSWER THE FOLLOWING QUESTIONS:
WHAT ARE THE DIFFERENT PERSONALITY TRAITS OF TEACHER RESPONDENTS
BASED ON THE FIVE FACTOR MODEL (BIG FIVE PERSONALITY TRAITS) OF COSTA
AND MCCRAE; WHAT IS THE ACADEMIC PERFORMANCE OF THE LEARNERS OF
THE TEACHER RESPONDENTS BASED ON THEIR GENERAL WEIGHTED AVERAGE
(GWA) FOR THE FIRST SEMESTER; IS THERE A SIGNIFICANT RELATIONSHIP
BETWEEN THE PERSONALITY TRAITS OF THE TEACHER RESPONDENTS AND THE
ACADEMIC PERFORMANCE OF THEIR LEARNERS; AND WHAT TRAINING
PROGRAM MAY BE PROPOSED TO ENHANCE THE PERSONALITY TRAITS OF THE
EARLY GRADES TEACHERS.
 THE STUDY WAS CARRIED OUT USING DESCRIPTIVE CORRELATIONAL
RESEARCH FOR THE PURPOSE OF IDENTIFYING THE RELATIONSHIP BETWEEN
VARIABLES. SIXTY (60) EARLY GRADES TEACHERS HANDLING SELF CONTAINED
AND TEAM TEACHING CLASSES FROM KINDER TO GRADES1 AND 2 FROM THE
FOUR (4) PUBLIC SCHOOLS OF AROMAR DISTRICT IN CALOOCAN CITY , FOR
SCHOOL YEAR 2018 - 2019. THE RESPONDENTS ANSWER THE BIG FIVE
PERSONALITY TRAITS TEST (NEO – FFI) BY COSTA AND MCCRAE AND SUPPLIED
THE GRADES OF THEIR LEARNERS FOR THE FIRST AND SECOND GRADING.
DATA WERE RECORDED, ANALYZED AND INTERPRETED. STATISTICAL TOOLS
EMPLOYED WERE PERCENTAGE, WEIGHTED MEAN AND PEARSON R
CORRELATION. MINITAB STATISTICAL PACKAGE AND MICROSOFT EXCEL WERE
UTILIZED TO FACILITATE COMPUTATIONS.
EXECUTIVE SUMMARY
 EXECUTIVE SUMMARY
STATEMENT 1. What are the different personality traits
OF THE of teacher respondents based on the Five
PROBLEM Factor Model of Personality (Big Five
Personality Traits) of Costa and McCrae?
FINDINGS In the assessment of personality traits it
revealed most of the teacher respondents or
60% were high and very high in the dimension
of neuroticism while 21 or 35% were average in
the neuroticism dimension. While in the other
dimension such as extraversion, openness,
agreeableness and conscientiouness revealed
that most of the respondents were average.
 EXECUTIVE SUMMARY
CONCLUSIO a. Assessment of the personality traits of early grades
N teachers in the dimension of neuroticism revealed that
most of the teacher respondents were high and very high
in neuroticism, which means that most of the teachers can
be described as prone to worry, easily upset, experiencing
negative emotional reactions and feeling of anxiety.
b. Teachers’ personality revealed that that 36.6% of the
teachers were high in and very high in the dimension of
extraversion and more than 50% of the respondents were
average. The result show positive character among
teachers. It only means that most teachers in the early
grades are outgoing, friendly, assertive, like working with
others and enjoy leadership role.
 EXECUTIVE SUMMARY
CONCLUSIO c. Teachers’ personality traits in the dimension
N openness revealed that most of the teacher
respondents were average, while 25% of the
respondents were high in openness dimension. A
high score in this dimension is predictive of an
intellectual, introspective, futuristic, perspective
taking, philosophical, creative and innovative trait
as mention by Kok and Meyer 2018. This result
showed that teachers seek challenging and
interesting work and would expect organization to
satisfy this need.
 EXECUTIVE SUMMARY
CONCLUSIO d. Most of the teacher respondents were high and
N average in the dimension of agreeableness. It only
means that most of the teacher respondents are
accommodating, collaborative, patient, helpful,
calm, reasonable, loving and compassionate,
diplomatic and polite. These teachers have well
interpersonal relationship with their students,
colleagues and parents.
e. Most of the teacher respondents were high and average
in the dimension of conscientiousness. It only means that
most teachers in th early grades were disciplined,
efficient, well organized and having a strong sense of.
Most of teachers were average in the dimension of
extraversion, openness, agreeableness and
conscientiousness but not in neuroticism dimension.
 EXECUTIVE SUMMARY
CONCLUSIO Having a result of high in neuroticism was
N alarming because it only means that most teacher
have emotional instability.
RECCOMENDA 1. The study should be replicated in other
TION institutions and the Philippines. In doing this,
broader generalization of the data may occur. It
would also be interesting to learn whether
teachers from other schools display mote or less
these relationship.
2. The result of this study should be
communicated to those responsible for
educational policy to develop training programs
that will enhance the personality traits of
 EXECUTIVE SUMMARY
STATEMENT 2. What is the academic performance of the
OF THE learners of the teacher respondents based
PROBLEM on their general weighted average (GWA) for
the first semester?
FINDINGS Most of the learners’ general weighted average
for the first semester (first and second grading)
of the teacher respondents were in the level of
approaching proficiency, the results revealed
that 73.33% of the teacher respondents had
learners’ general weighted average for the first
semester of 85 to 89. No teacher respondents
had learners with general weighted average in
the level of beginning and advance.
 EXECUTIVE SUMMARY
CONCLUSIO Learners’ general weighted average for the first
N semester (first and second grading) of the teacher
respondents were in the level of approaching
proficiency, the results revealed that 73.33% of the
teacher respondents had learners’ general
weighted average for the first semester of 85 to 89.
It only means that most learners were now adjusted
to the teachers. Teachers effectiveness is quite
evident based on the learners general weighted
average for first quarter. No teacher respondents
had learners in the beginning and advanced level.
 EXECUTIVE SUMMARY
STATEMENT 3. Is there a significant relationship between
OF THE personality traits of teacher respondents
PROBLEM and the academic performance of the
learners.
FINDINGS Using the Pearson Correlations to find the relationship between
personality traits of the teacher respondents and academic
performance of their learners based on the general weighted
average for the first semester at 0.05 level of significance with
the degree of freedom of 58 revealed that there is no significant
correlation between personality traits of teacher and academic
performance of the learners as shown on their computed
correlation coefficient and p – values: a. neuroticism (r = -0.150,
p –value = 0.454); b. extraversion (r = -0.103, p – value =
0.610); c. openness (r = - 0.064, p – value = -0.751); d.
agreeableness (r = 0.007, p - value = 0.971) and e.
conscientiousness (r = -0.140 , p-value = 0.448)
 EXECUTIVE SUMMARY
CONCLUSIO Some of the personality traits of teachers have
NS significant relationship with academic performance
when the result be taken as group according to the
grade level the teachers were handling, but when
taken as a whole, the result showed that there is no
significant relationship with the academic
performance of the learners, this can be due to
some variables and other factors. It can also be
concluded that as the learner aged the relationship
of the personality traits to the academic
performance lessened.

RECCOMENDA The population needs to be much larger. By

TIONS increasing the population size, it will make the
study more powerful and allow validity for this
research.
 EXECUTIVE SUMMARY
STATEMENT 4. What training program may be proposed
OF THE to enhance the personality traits of the
PROBLEM early grade teachers?