Exploring the Relationship between Personality Traits and Teacher Effectiveness: A study of in-service Primary English School Teachers

Abstract

The aim of this research was to investigate the relationship between personality traits and teacher effectiveness among in-service primary school English teachers, identify the traits most strongly related to teacher effectiveness, and examine teacher effectiveness in relation to teaching experience and qualifications. A correlational quantitative research design was used, and convenience sampling was used to select 190 regular schoolteachers. Data were collected using the Big Five Inventory to assess personality traits and the Standardized Teacher Effectiveness scale by Kulsum to measure teacher effectiveness. Spearman’s rho correlation and Kruskal-Wallis tests were employed for data analysis. The results indicated that teacher qualifications, and to a lesser extent teaching experience, have little impact on teacher effectiveness. However, values such as extraversion, agreeableness, conscientiousness, and openness were found to predict teacher effectiveness, with personality variables showing significant correlations (Spearman's rho = 0.479 and 0.526, respectively). There was no significant relationship between teaching experience, qualifications, and teacher effectiveness, suggesting a potential future direction to examine personality traits as tools for teacher selection or professional development to enhance teacher effectiveness and ultimately improve student learning.