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PERSONALITY TRAITS AS DETERMINANTS OF TEACHER PERFORMANCE IN
PRIVATE EDUCATIONAL INSTITUTIONS: INPUT TO MANAGEMENT
EFFECTIVENESS

Jocelyn P. Tizon, PhDM
Southville International School and Colleges
Las Pinas, Philippines
jocelyn_tizon@southville.edu.ph

ABSTRACT

A teacher’s personality has been found to be significant in determining teacher effectiveness.
This correlational study explores personality traits as determinants of teacher effectiveness and
performance in three (3) private educational institutions. This study aims to attain the following
research objectives: (1) to determine the self-assessed personality traits in terms of the Big Five
traits; (2) to identify student-evaluation and self-evaluation of high school teachers’
performance; (3) to determine the relationship between self-assessed personality traits and
teachers’ performance; and (4) to find differences between self-assessed personality traits and
student-evaluation of teachers’ performance when grouped according to their demographic
profile. Respondents completed the instruments using the online psychological assessment
NEO-PR, High School Teachers’ Online Survey, and students evaluated teacher performance
using the Teacher Effectiveness Survey. Overall results show no significant relationship between
the “Big Five” personality traits and teacher performance. However, the study reveals that
neuroticism has an inverse relationship with the teacher’s general performance, work
environment and workload as well as in instruction and classroom management and readiness.
The study also shows a significant difference between teacher’s tenure and teacher expectations,
educational qualifications and instruction, and sex and classroom management and readiness.
The findings have several implications for research and practice in human resource management
and development especially in attracting, hiring, training, retaining and managing performance of
teachers.

KEYWORDS
Personality traits, teacher-performance, student-evaluation