Charlyn S. Quinimon

Self-identity is a fundamental psychological construct that shapes how individuals perceive themselves and interact with others, profoundly influencing their personality and behavior. This study investigates the influence of self-identity on the personality styles of secondary teachers to inform the design of a teachers’ personality development program. Self-identity, encompassing self-concept, self-awareness, self-esteem, and self-efficacy, significantly affects individuals’ behaviors and interpersonal interactions, which in turn shape their personality styles. Employing a descriptive-correlational research design, data were gathered from 111 secondary teachers using a structured questionnaire measuring demographic profiles, levels of self-identity, and personality styles across five dimensions: extraversion, neuroticism, openness, agreeableness, and conscientiousness. Data analysis involved frequency counts, arithmetic means, and Spearman’s rank correlation coefficient. Findings revealed that the majority of respondents were young to middle-aged females with bachelor’s and master’s degrees and varied teaching experience. The teachers demonstrated a high level of self-identity and scored high across all personality style dimensions. However, statistical analysis indicated no significant relationship between self-identity and personality styles (r = 0.097, p = 0.312). These results suggest that while secondary teachers maintain strong self-identity and distinct personality profiles, self-identity alone may not predict their personality styles. Based on these insights, a comprehensive teachers’ personality development program is proposed to support professional growth by addressing both personal identity and diverse personality traits. It is recommended that future programs incorporate multifaceted strategies that consider other psychological and environmental factors influencing teacher personality development.