TEACHER'S PERSONALITY: PSYCHOLOGICAL IMPLICATION ON PRIMARY SCHOOL PUPILS' LEARNING

This study examined the teacher's personality and its psychological implication on primary school pupils' learning in Oredo Local Government Area of Edo State. The purpose of the study was basically to help teachers understand their different personality traits and how they affect children's learning. To guide the study, four research questions were raised and answered. The descriptive survey research design was used. A simple random sampling technique was used to gather one hundred teachers and fifty pupils from four public and seven private schools in the Area. The instrument used for the collection of data from teachers was an adapted personality questionnaire while a self-developed questionnaire was used for the pupils. The validity of the instrument was ascertained by the three experts, while the Cronbach Alpha was used to ascertain the reliability of the instrument. The data collected were analysed using mean, standard deviation, frequency count, ranking and the independent sample t-test. The findings of the data collected revealed that the personality of the teacher plays a very important role in children's learning. It was recommended that the Ministry of Education should regularly organise symposia to offer training services to teachers to shape their different dimensions of personality and teachers should regularly engage in self-personality evaluation and development processes to help them build a good personality befitting for the teaching profession.