Interplay of Personality Traits and Self-Regulation among Secondary School Teachers

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Self-regulation shows a strong, positive relationship with personality traits, especially in conscientiousness and emotional stability.
The highest correlation values were found with conscientiousness (r=0.512, p<0.001) and emotional stability (r=0.469, p<0.001).
Quantitative analysis through correlational design surveyed 300 secondary school teachers using structured questionnaires.
Tailored professional development based on personality profiles may enhance teacher effectiveness and well-being.

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Correlation analysis indicates that self-regulation and personality traits significantly predict teaching effectiveness.

Ahmad et al. (2025) studied this question.

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