Interplay of Personality Traits and Self-Regulation among Secondary School Teachers

Present research explored the complexity of personality characteristics concerning self-regulation at the secondary level of the teaching profession in the government sector within the city of Lahore, Pakistan. With the quantitative, correlational type of design, a convenience sample of 300 teachers (male 150 and female 150) was surveyed through a structured questionnaire. The interdependence was investigated with the use of statistical methods, such as Pearson correlation and independent samples t-tests. Outcomes showed that self-regulation had a strong, positive relationship with each of the personality traits in the Big Five, with the highest values in conscientiousness (r=0.512, p<0.001) and emotional stability (r=0.469, p<0.001). It is also noteworthy that male teachers showed higher indicators in self-regulation and personality characteristics than female ones, and teachers aged between 31 and 40 received the best results on the main variables. The research findings show that personality variables are huge predictors of the ability of a teacher to self-regulate, which is why special needs-based professional development is a necessity. The evidence suggests that self-regulatory improvement efforts can be tailored as interventions to enhance teaching effectiveness and well-being, based on the teachers' personality profiles.