Authors : Jendy D. Aleluya; Vilma C. Alburan

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/344n8ehj

Scribd : https://tinyurl.com/mpzysru9

DOI : https://doi.org/10.38124/ijisrt/26jun563

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Teachers play a crucial role in shaping learners’ academic achievement and holistic development; hence, personality traits and professional competence are considered essential dimensions of instructional effectiveness. This study examined the personality traits and competence of teachers in the Integrated Basic Education Department of Christ the King College of Calbayog City, Inc. during the School Year 2025–2026. Specifically, it described the teachers’ profile, assessed their personality traits and competence, determined differences in these variables when grouped according to profile characteristics, and examined the relationship between personality traits and competence. A descriptive causalcomparative correlational research design was employed. The respondents consisted of 44 teachers selected through complete enumeration and 256 learners selected using proportionate stratified random sampling. Data were gathered using the adopted Big Five Inventory (BFI-44) developed by John and Srivastava (1999) and a standardized teacher competence questionnaire adapted from Hermoso and Brobo (2023). Descriptive statistics, Independent Samples t-test, Analysis of Variance (ANOVA), Mann-Whitney U Test, Kruskal-Wallis Test, Pearson Product-Moment Correlation, and Spearman Rank Correlation were utilized in the analysis of data. Findings revealed that most teachers were young, female, single, bachelor’s degree holders, regular employees, and in the early years of teaching service. Teachers demonstrated high levels of conscientiousness, agreeableness, and openness, while neuroticism was generally low. Both teachers and learners assessed teacher competence as high in terms of cognitive and motivational domains. Significant differences in personality traits were observed when teachers were grouped according to employment status, length of service, and grade level taught. Likewise, a significant difference existed between teacher self-assessment and learner assessment in motivational competence. However, no significant relationship was found between personality traits and teacher competence. The study concluded that teachers maintained high levels of competence regardless of personality variations. It is recommended that the institution strengthen faculty development initiatives focusing on instructional enhancement, motivational strategies, and continuous professional growth.

Keywords : Personality Traits, Teacher Competence, Instructional Effectiveness, Professional Development, Catholic Private School Teachers.

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