Perceived Effects of Teacher Personality Traits on Students’ Mathematics Achievement: Case of Some Selected Junior High Schools in Wenchi Municipality in Ghana

Augustine Bediako, Maxwell Kwesi Nyatsikor, Wahab Sualihu and Seth Nmetteh Marmah
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Augustine Bediako: Department of Education, Al-Faruq College of Education, Wenchi, Ghana.
Maxwell Kwesi Nyatsikor: Department of Humanities and Social Sciences, Education, University for Development Studies, Tamale, Ghana.
Wahab Sualihu: Department of Education, Al-Faruq College of Education, Wenchi, Ghana.
Seth Nmetteh Marmah: Department of Mathematics and ICT Education, Al-Faruq College of Education, Wenchi, Ghana

International Journal of Research and Innovation in Social Science, 2023, vol. 7, issue 5, 41-51

Abstract: The study explored the perceived effects of teacher personality traits on Junior High School students’ mathematics achievement in the Wenchi municipality of Ghana. The study was anchored on the Five-Factor Model of trait theory, and the design was descriptive correlational. The study sample comprised 367 randomly selected teachers. The researchers adapted the Revised NEO Personality Inventory (NEO PI-R) questionnaire to collect the data and analysed using the mean, multiple regression and Pearson r correlation coefficient tests. The results indicated Conscientiousness and Neuroticism as the most dominant and least teacher personality traits. All five factors were perceived to positively impact students’ mathematics achievement, though insignificantly (p = 0.05). Nonetheless, only Extraversion and Agreeableness traits significantly correlated positively with students’ mathematics achievement. Being open to experience, conscientious, extravert, agreeable, and neurotic may be connected to students’ learning and academic achievement but not significantly important. The study recommends the need for teachers to be sociable, energetic, friendly and optimistic. They must also be organised, systematic, hardworking, reliable and responsible.

Date: 2023
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