A teacher’s personality has been found significant in determining teacher effectiveness. This correlational study explores personality traits as determinants of teacher effectiveness and performance in three (3) private educational institutions. It aimed to attain the following research objectives: (1) to determine the self-assessed personality traits in terms of the Big Five traits, (2) to identify student-evaluation and self-evaluation of high school teachers’ performance, (3) to determine the relationship between self-assessed personality traits and teachers’ performance, and (4) to find differences between self-assessed personality traits and student-evaluation of teachers’ performance when grouped according to their demographic profile. Data were gathered from the respondents using the online psychological assessment NEO-PR, High School Teachers’ Online Survey, and students’ evaluation of teacher performance using the Teacher Effectiveness Survey. Overall results show no significant relationship between the “Big Five” personality traits and teacher performance. However, the study revealed that neuroticism has an inverse relationship with the teacher’s general performance, work environment and workload as well as in instruction and classroom management and readiness. The study also revealed a significant difference between teachers’ tenure and teacher expectations, educational qualifications and instruction, and sex and classroom management and readiness. The findings have several implications for research and practice in human resource management and development especially in attracting, hiring, training, retaining, and managing performance of teachers.
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