Abstract
This study explores the personality traits and academic performance of early childhood pre-service teachers at Western Mindanao State University using the NERIS Type Explorer Instrument. Respondents were 114 early childhood pre-service teachers at College of Teacher Education. Findings revealed that the academic performance of the early childhood pre-service teachers manifest a good outstanding performance during the first semester of academic year 2023-2024. The findings reveal a diverse range of personality traits among early childhood pre-service teachers. Notably, Advocate 21.06%, Protagonist 16.6%, Mediator 10.53%, Defender 9.63%, Consul 9.63%, Adventurer 7.02%, Campaigner 6.14%, Virtuoso 5.27%, Architect 3.51%, Logician 2.63%, Entertainer 2.63 Commander 1.76%, Logistician 1.75%, Entrepreneur 0.88%, and Executive 0.69%. According to the data gathered, the correlation between personality and academic performance revealed a weak positive relationship. The association between personality traits and academic performance, implying that students with favorable personalities tend to excel academically. However, the p-value indicates that the correlation between personality traits and academic performance is not significantly correlated with each other. The recommendations encompass CHED funding, advocating for research on personality traits and effective teaching, provide training for school administrators, adapting teaching methodologies, nurturing supportive home environments, and motivating students to grasp and employ learning strategies.
