Personality Traits and Use of Active Learning Strategies in the Classrooms of School Teachers in Madurai District

Abstract

This study examined an interplay between personality traits and active learning strategies employed by school teachers, aiming to understand how personality traits impacts instructional methods and student engagement. Grounded in the Five-Factor Model of personality, the research assesses how personality traits such as openness, conscientiousness, and extraversion correlate with the frequency and effectiveness of active learning strategies such as collaborative tasks, problem-solving exercises, and hands-on activities in classroom settings. Utilizing both quantitative and qualitative data from teacher surveys and classroom observations, the study identified patterns and strategies that enhance student participation and learning outcomes. Results suggested that teachers who exhibit higher levels of openness and extraversion tend to integrate more dynamic and student-centered approaches, fostering a more engaging and supportive learning environment. This research underscores the importance of recognizing and leveraging individual teacher traits in professional development programs to optimize classroom practices and enhance educational experiences for students.