Teaching Efficacy and Enneagram Personality Types: A Correlational Study Among Pre-Service Early Childhood Educators in Quezon City University

Randel D. Estacio and Helen Grace V. Angeles
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Randel D. Estacio: Early Childhood Education Department, College of Education, Quezon City University
Helen Grace V. Angeles: Nueva Ecija University of Science and Technology

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 6824-6831

Abstract: This study explored the relationship between Enneagram personality types and teaching efficacy among pre-service early childhood educators. Grounded in Bandura’s (1997) theory of self-efficacy, the research aimed to identify the dominant Enneagram types, measure levels of teaching efficacy, and determine if a significant correlation exists between the two variables. A descriptive-correlational design was employed with 114 third-year Bachelor of Early Childhood Education (BECEd) students from Quezon City University. Stratified random sampling was used, and data were collected using the Enneagram Personality Assessment and the Teachers’ Sense of Efficacy Scale, which assesses efficacy in classroom management, instructional strategies, and student engagement. Descriptive statistics revealed that Type 2 (Helper) and Type 9 (Peacemaker) were the most prevalent personality types, reflecting nurturing and collaborative traits. Participants also demonstrated high levels of teaching efficacy across all domains. However, Pearson correlation analysis showed no statistically significant relationship between Enneagram types and teaching efficacy. The findings suggest that while personality traits may support reflective practice, they do not directly influence teaching confidence. The study highlights the importance of robust teacher education programs in developing efficacy and recommends further research on personality’s role in coping strategies and instructional behaviour.

Date: 2025
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