Relationship between Big Five Personality Trait of Openness to Experience and Teachers’ Job Productivity in Senior Secondary Schools in Adamawa State, Nigeria.

Abstract

This study examined the relationship between big five personality trait of openness to experience and teachers’ job productivity in senior secondary schools in Adamawa State, Nigeria. A correctional research design was adopted for this study, which was guided by one research question and one hypothesis. The population of the study comprised 274 principals and 38, 499 students in public senior secondary schools in Adamawa State. The sample size is 825. This sample size comprised of 55 principals and 770 students, which is 20% of principals and 2% of students. Data were collected with the use of two adapted instruments titled “Big Five Personality Management Inventory (BFPMI) and Teachers’ Job Productivity Questionnaire (TJPQ)”. The instruments were subjected to revalidation, which was done by three experts. The two instruments were were pilot tested, and Cronbach’s Alpha statistics was used to determine the internal consistency of the items of the instruments. A reliability coefficients of 0.87 and 0.81 were obtained for BFPMI and TJPQ respectively. The descriptive statistics of mean and standard deviation were used to answer the questions while simple linear regression analysis was used in testing the null hypotheses at 0.05 level of significance. It was also found that openness to experience has significant relationship with teachers’ job productivity with (r=.449, p<0.05). This implies that there is significant relationship between openness to experience and Teacher Job Productivity, F(1, 54) = 13.385, p < 0.05 in senior secondary schools in Adamawa State. Among others, it was recommended that school managements, principals and teachers should be well informed of how big five personality traits of openness to experience could relate to the job productivity of teachers in secondary schools. In conclusion, the big five personality traits of openness to experience possessed by a teacher can significantly determine the teacher’s productivity.