Influence of Personality Traits and Self Regulated Learning on Teaching Competency among Prospective Teachers

Abstract

The current research examined the effects of personality and self-managed learning on the competence in teaching among the future teachers of Kanyakumari District. A correlational research design of quantitative nature was chosen, which involved a sample of 400 students of Bachelor of Education chosen through convenient sampling. The Big five personality measures, self-regulated learning, as well as teaching competency were measured using standardized instruments. Descriptive statistics, Pearson correlation, and a multiple regression analysis were used to analyze the data. The results indicated the existence of a strong positive correlation between the personality traits and teaching competency, self-regulated learning and teaching competency. Additionally, the regression analysis revealed that the factors of personality traits and self-controlled learning exercise an important predictive effect on teaching competency and explain a significant proportion of variance. Self-regulated learning was also among the predictors, but it revealed slightly greater impact on teaching competency than personality traits. The research concludes that dispositional traits and regulatory skills are quite important in determining the success of professional teaching. The results underscore the importance of teacher education programs in enhancing self-regulated learning strategies and development of adaptive personality traits to improve the teaching competency in future teachers.