Positive Personality Traits and Self-Efficacy as Correlates to Career Self-Management among Public Secondary School Teachers

Abstract

This quantitative, non-experimental descriptive-correlational research aimed to ascertain the substantial impact of favorable personality qualities and teacher self-efficacy on career self-management on both an individual and collective level. Questionnaires made by the researcher on the three variables have been authenticated by the experts and then pilot tested for reliability test. These were administered to teachers in public schools within Davao City Division, using a stratified random sample of 228 teachers. Statistical Tools used are weighted mean, Pearson-r, and regression analysis in testing the hypotheses. The findings show: only outward and people orientation are at high levels, and the three indicators of positive personality traits, wit: positive self-image, commitment, and cultural identification, were at very high levels. The very high level of self-efficacy is due to both very high levels of academic and social stress and separation and discipline stress. Also, the high level of career self-management is due to the very high level of creating opportunities and seeking advice and the high level of enhancing one’s visibility. Positive personality traits have a significant positive moderate correlation to career self-management, while teacher self-efficacy is significantly related to career self-management. Only 0.455 of career self-management will attribute to positive personality traits. Among the domains of positive personality traits, only the commitment indicator does not significantly influence career self-management. The indicators such as positive self-image, outward and people orientation, and cultural identification significantly influence career self-management. Positive personality traits significantly influence the career self-management of public secondary school teachers.