Personality Traits and Self-Leadership of Kindergarten Teachers of Davao City Division

In the vibrant and demanding world of kindergarten education, a teacher's internal compass is just as important as their lesson plan. This study delves into the core of that internal drive, investigating the dynamic relationship between the inherent personality traits of kindergarten teachers and their practiced self-leadership skills within the Davao City Division. We sought to understand not just if a connection exists, but how a teacher's natural dispositions—their openness, conscientiousness, and emotional stability—intertwine with their ability to self-motivate, self-direct, and achieve their professional goals. Employing a descriptive-correlational design, the research engaged 100 kindergarten teachers, selected to provide a representative snapshot of the division's early childhood educators. The data, analyzed through mean scores and Product- Moment correlation, revealed a compelling narrative. Kindergarten teachers in Davao City already demonstrate moderately high personality traits and high self-leadership, indicating a strong foundational capacity for both personal and professional self-management. Crucially, a significant positive relationship was confirmed between these two variables. This suggests that teachers with stronger, more positive personality profiles are more likely to excel in leading themselves effectively. These findings culminate in a clear recommendation: for educational leaders to move beyond traditional professional development and consider holistic strategies that support the positive psychological development of teachers. By fostering environments that nurture traits like extroversion, sincerity, and emotional stability, we can directly empower teachers to enhance their self-leadership—a vital skill for thriving in the complex and rewarding landscape of kindergarten education.