Abstract:
Personality is a significant predictor of effective teaching. This research study explored how personality plays a role in the way teachers are rated on their being effective in teaching. It has investigated the aspects of teachers' personality characteristics in correlation with the teaching competence that they project using Normative evaluation which served as the basis for an appropriate faculty development plan. The study was conducted among Gordon College instructors in Olongapo City employed during Academic Year 2022-2023. This study has employed a descriptive research method with the survey questionnaire as the research instrument. The researcher used the MBTI personality Test or the Myers Briggs Type Indicator by Katharine C. Briggs & Isabel Briggs Myers as research instruments. The Normative evaluation was derived from Faculty Evaluation ratings for the Academic year 2022-2023. The statistical treatment of this study utilized descriptive and inferential statistical tools. Study Findings revealed that the Top 3 MBTI preferences - PROTAGONISTS, ARCHITECT and DEFENDER belong to the Best-performing teacher-respondents rated by the students of Gordon College, in contrast to the most perceived personality type of the respondents which is LOGISTICIAN which garnered a 3.14 rating or the lowest rank of 19.5. Teachers have different perceptions in their personality type as affected by the highest educational attainment that they achieved. Teachers have different perceptions in their normative rank as affected by their age. There is no significant difference on the perceived personality type of teacher-respondents when grouped according to sex and highest educational attainment. However, there is a statistically significant difference when it comes to age. The researcher arrived at the conclusion that there is a significant relationship between the teacher-respondents' perceived personality and their ranks in the normative evaluation results. However, there was a statistically significant weak positive correlation between the perceived personality (MBTI) of the teacher-respondents and their performances based on ranks in the normative evaluation results.
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