AN EXAMINATION OF THE RELATIONSHIP BETWEEN PERSONALITY FACTORS AND TEACHERS’ PERFORMANCE IN SECONDARY SCHOOL IN EDO STATE.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The achievement of any educational system’s aims and objectives, according to Aliiy (2000), is heavily reliant on the work performance of the instructors who will administer the program. Teachers are an essential component in the advancement of any educational institution. Education has been identified as a sensitive topic and a component of development. Nigeria cannot afford to gamble with the education of its citizens. This is because a country’s wealth is determined by both the availability of human resources and the richness of natural resources (Ogunrinde, 2004). Teachers at all levels are responsible for creating labor to support the economy. This necessitates teacher effectiveness, particularly at the secondary school level. It is critical. to emphasize the importance of how teachers carry out their instructional responsibilities if secondary education is to be functional and productive. Teachers are not only an important input into education, but they are also a major driving force in the manufacturing process and the determination of the output system. According to Ogunrinde (2004), the ultimate goal of a secondary school subject teacher is to prepare and present his students for both internal and external examinations. “We have observed with dismay, the perfunctory and gradual deterioration of the attainment of this goal over the years,” he believes. Several impediments stand in the way of these goals being realized. One of them may be related to our public’s personality traits.

Aliiy, a schoolteacher (2000).

According to Ibukun (1983), personality is the sum of the characteristics that distinguish people, or the consistency of a person’s behavior in different situations. In other words, it refers to the characteristics for which the person is known. Traits, on the other hand, are “persistent dimensions of personality traits that differentiate individuals from one another” (Balogun,1992). Traits are thus the sum total of a person’s consistent traits that distinguish him or her from others across different eras and settings. This is consistent with Mischel’s 1981 definition (in Agbakwuru, 2000), which defines personality traits as “consistent differences between two or more people’s behaviors.” A personality trait can also be defined as “any distinguishable, relatively long-lasting “the way in which one person differs from another” (Adewumi, 2000). There is, however, a growing interest in the big five personality traits and their role in student academic performance. It is particularly interesting to consider the role that these characteristics play in students’ academic performance. Conscientiousness, agreeableness, openness to experience, extraversion, and locus of control are the ‘Big Five’ personality traits. CAOEL is the abbreviation for them. These personality traits influence teachers’ performance in either a positive or negative way. As a result, parents, educators, psychologists, and counselors are all concerned about the rate at which teachers’ standards are deteriorating. Thus, CAOEL has been researched in order to find potential solutions to the problem of underperformance among school teachers. CAOEL is an acronym that stands for conscientiousness.

agreeableness, openness, extraversion, and experience locus of control (Ogunrinde, 2004).

1.2 THE PROBLEM’S STATEMENT

A significant portion of the literary vocabulary asserts that teachers’ performance is predicted based on school and home circumstances; as a result, less attention is paid to other factors such as personality traits, psychological, and social issues. Several studies conducted by psychologists and educators have shown that personality characteristics have a significant impact on teacher effectiveness in the classroom (Rosander, Bäckström, Stenberg, 2011; Conrad, and Party, 2012).

Many teachers are unable to properly educate their students in the classroom. Of course, this has frequently resulted in students’ poor performance, lack of comprehension, and overall failure in examination class, which has become a serious issue. Several aspects have been researched.

There have been no definitive answers in the past as to the cause of this societal ailment, but there appear to be hints that certain hidden elements may be to blame that must be unearthed.

1.3 THE STUDY’S OBJECTIVES

The overarching goal of this study is to investigate the relationship between personality factors and secondary school teacher performance. Other goals include:

i. To investigate the impact of the conscientiousness trait on teacher performance.

ii. To investigate the effect of agreeableness on teacher performance.

iii. To investigate the impact of openness on teacher performance.

iv. To investigate the impact of extraversion on teacher performance.

1.4 QUESTIONS FOR RESEARCH

i. What are the effects of conscientiousness on teacher performance?

ii. What is the impact of the agreeableness trait on

What about the performance of teachers?

iii. What effect does openess have on teacher performance?

iv. What effect does extraversion have on teacher performance?

1.5 THE STUDY’S IMPORTANCE

Though much research on the correlates of personality traits and teacher performance has not been conducted, the effect of extraversion, agreeableness, conscientiousness, neuroticism, and openness personality characteristics on perceived academic performance of students in secondary school in Edo State has not received as much scholarly attention as it has in developed countries around the world. As a result, this study will be extremely important because it will add to the already limited literature on the subject in Nigeria.

Individual personalities play a significant role in how they interact with others, particularly instructors. This investigation

aims to raise awareness among responsible parties in educational institutions about the personality issues that teachers face in order for action to be taken. The findings of this study will be important to educational instructors because they will show how personality traits affect teacher performance.

1.6 STUDY OBJECTIVES

This research will look into the relationship between personality traits and secondary school teacher performance. It will also investigate the various traits and their effects on teacher performance.

Teachers from Baptist High School in Benin City will be enrolled as participants in this study.

1.7 THE STUDY’S LIMITATIONS

This study will only look at the relationship between personality traits and teachers’ performance.

Secondary school performance. It will also be restricted to the various traits and their effects on teacher performance.

1.8 TERM DEFINITION

A detailed inspection or study is referred to as an examination.

Relationship: the connection or state of being connected between two or more people or things.

Personality: the set of characteristics or qualities that define an individual’s distinct personality.

A circumstance, fact, or influence that contributes to a result is referred to as a factor.

 

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