Personality Profile, Self-Efficacy, and Teaching Performance of Junior High School Teachers

Abstract

Teachers’ performance is crucial for the achievement of educational success, and as a result, numerous empirical studies have been conducted to explore various factors influencing teachers' teaching performance. However, focusing on teachers' personality and self-efficacy could be a valuable effort in identifying factors that impact their performance in pursuing educational goals. This study aimed to determine the personality profile, level of self-efficacy, and teaching performance of junior high school teachers (JHS). A descriptive research design was employed with 111 respondents who answered the questionnaires. Results showed that, when grouped and compared according to age, sex, and length of service, there was no significant difference between the personality profile and the level of self-efficacy of JHS teachers except for the Agreeableness personality trait when grouped and compared according to sex. Similarly, there is no significant difference between the level of teaching performance when grouped and compared according to age and length of service, except for the variable of sex. Conversely, using the ChiSquare Test of Independence tool, the result depicted no significant correlation between the personality profile of JHS teachers and the level of teaching performance. Also, with the utilization of the Spearman Rank Coefficient Correlation, the level of self-efficacy and the level of teaching performance have not been found to be significantly correlated.