Personality Traits and English Language Teachers’ Job Effectiveness in Secondary Schools in Obudu, Cross River State, Nigeria

Napoleon Akongwale; Chinazom Nwankwo; Elizabeth Akongwale & Benadette Odokara


The purpose of this study was to examine the relationship between personality traits and English language teachers’ job effectiveness in Obudu, Cross River State, Nigeria. To achieve this aim, two hypotheses were used. The survey research design was adopted and a random sample of 150 English language teachers from 30 public and private secondary schools was used to gather data. Data were collected using a self-constructed and well-validated questionnaire with 35 items designed on a four point-interval scale having a Cronbach co-efficient of 0.84. Data collected were subjected to Pearson correlation and regression analysis. The results of the test showed that agreeableness (r=.319, p<.05), conscientiousness (r=.278, p<.05, openness (r.237, p<.05) and extraversion (r=.352, p<.05) were significant positive correlates of the English language teachers’ job effectiveness. Neuroticism (r=-.092, p<.05) was not significant. Again, the personality traits, collectively, significantly predicted the English language teachers’ job effectiveness (F=5.178, p<.05) and accounted for 15.2 percent of the variance in the teachers’ job effectiveness. It was recommended amongst others that employment of English language teachers in the area should consider their personalities and that extrovertive English language teachers are far more effective.

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