Personality Types of Administrators and Teachers’ Performance: Basis for Policy Enhancement

This study explores the relationship between the personality types of school administrators and the performance of elementary school teachers in Dumingag 1 District, Division of Zamboanga del Sur. The research aims to determine how administrators’ demographic profiles, such as age, gender, and years of experience, as well as their personality types, influence teacher performance. The focus is on identifying trends and correlations to enhance educational leadership and improve teacher performance outcomes. The descriptive method was utilized, with school administrators and 71 elementary teachers serving as respondents. Data were gathered through surveys and questionnaires, measuring personality traits and assessing teacher performance. Statistical tools such as frequency counts, percentages, ANOVA, t-tests, and Pearson's correlation were applied to analyze the data. The findings revealed that administrators varied in age, were predominantly male, and were relatively new to their positions. Most administrators exhibited the ESTJ ("The Guardian") personality type, with significant differences in personality traits linked to age and years of experience. Teacher performance was rated as very satisfactory, with a significant positive correlation between administrators' personality traits and teachers' job performance. The results emphasize that leadership traits aligned with the "guardian" personality positively impact teacher performance. The findings highlight the critical role of leadership in shaping teacher outcomes, suggesting that targeted leadership training could further enhance management practices. Recommendations include conducting regular reviews of administrators’ personality traits to monitor their influence, encouraging teachers to strive for outstanding performance, and performing comparative studies to understand differences between experienced and novice administrators. These insights aim to refine leadership approaches and foster a more productive educational environment.