The Effect of Teachers' Personalities on Student Character Development at the Secondary Level in Sindh

Abstract

The study's goal is to learn about the effects of teachers' personalities on the character development of students at secondary schools in Karachi South. The research employs a quantitative approach, with a questionnaire serving as the primary research tool. A random sampling strategy is employed to obtain data from 120 secondary school teachers. Statistical packages for social sciences (SPSS) 20th version is used to analyze the collected data. To obtain results, descriptive statistics are used. The research is categorized into 3 key goals. The first and primary goal is to identify different types of teachers' personalities in government and private secondary schools in Karachi South. The next goal is to learn about the differences in personality between government and private secondary school teachers while developing character at the secondary level in Karachi South. The final goal is to comprehend the effects of instructors' personalities on students' character development at the secondary level in Karachi South. In government school teachers, conscientiousness had the greatest mean (M=4.21) and agreeableness had the lowest mean (M=3.21). Whereas among private secondary school teachers, openness to experience has the highest mean M=4.58 and neuroticism has the lowest mean, i.e. M= 3.77. This shift is due to differences in the teaching system in particular and the curriculum in general. The results of an impartial t-test indicate that there is a substantial difference in the personality of government and private school teachers in Karachi South. Last but not least, teachers' personalities have a significant impact on pupils' character development. The study's findings also demonstrated that teachers' personalities had a significant influence on pupils' personalities. According to the study, private secondary school teachers are more concerned with their own personality as well as the character development of their students than government teachers.