Personality Traits and State of Happiness as Correlates to Performance: Implications for Effective Teaching Career Enhancement

Gino  A. Cabrera,

Personality Traits and State of Happiness as Correlates to Performance: Implications for Effective Teaching Career Enhancement

Abstract:

Any attribute of a teacher will affect his or her performance. It is interesting to know what these attributes are and how these may affect teaching performance. This study aimed to determine the personality traits and state of happiness as correlates of the teaching performance of the faculty members in a university setting. This descriptive-correlational research which involved 174 respondents who were selected using stratified proportional sampling used the Big Five Inventory, the Oxford Happiness Questionnaire and Performance Evaluation System used by Southern Luzon State University (SLSU) to assess teaching performance. The results revealed that that there were significant relationships between personality traits and teaching performance. In teaching commitment, conscientiousness and agreeableness were significant correlates. In knowledge of the subject, conscientiousness was significant. In teaching for independent learning, extraversion was seen to be a significant correlate, while negative correlation was revealed with neuroticism. In management of the learning process, conscientiousness, extraversion, agreeableness and neuroticism were found to be correlated. Lastly, in the overall performance, conscientiousness and agreeableness were the significant correlates. The correlation between the state of happiness and teaching performance disclosed that the management of the learning process criterion was seen as correlated. Based on the findings, implications for effective teaching career enhancement were recommended.