Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 4 (2025)

School Heads' Personality Traits and the Effect on the Teachers’ Job Satisfaction and Teaching Effectiveness in Multi-Grade Schools

Maymark Jamio | Alan A. Maglantay

Discipline: others in psychology

 

Abstract:

This study examined the relationship between school heads’ personality traits, demographic profiles, job satisfaction, and the teaching effectiveness of teachers in multigrade schools in the Tampakan and Tupi Districts, Division of South Cotabato. Specifically, it aimed to determine the demographic profiles of school heads, assess their personality traits based on the Big Five Personality Traits model, evaluate teachers’ job satisfaction and teaching effectiveness, and establish the relationships among these variables. A quantitative-descriptive correlational research design was employed, utilizing standardized survey questionnaires administered to 15 school heads and 60 multigrade teachers. Data were analyzed using descriptive statistics, Pearson r correlation, and multiple regression analyses. Results indicated that school heads demonstrated very high levels of openness, conscientiousness, extraversion, agreeableness, and emotional stability, with openness being the most prominent. Teachers reported very high job satisfaction, particularly in the work environment, professional growth, and compensation benefits. Additionally, teaching effectiveness was rated outstanding across pedagogical skills, classroom management, communication skills, student outcomes, and leadership and collaboration. Significant positive relationships were found between school heads’ personality traits, extraversion, conscientiousness, and emotional stability, and various dimensions of teacher job satisfaction. However, no significant relationship was established between school heads’ personality traits and teachers' teaching effectiveness. Furthermore, the demographic characteristics of school heads did not significantly influence their personality traits, except for age and net income, which had an impact on emotional stability. The findings highlight the crucial role of school leadership traits and demographic profiles in shaping teachers’ job satisfaction and teaching effectiveness within the context of multigrade education and settings.



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