Teachers’ Personality Traits and School Climate on Classroom management in Manolo Fortich District

Abstract

Teachers' personality traits and school climate are widely regarded as key influences on classroom management, yet localized evidence linking the two remains limited. This study examined the level of teachers' personality traits, school climate, and classroom management, and tested whether personality traits and school climate were significantly related to classroom management among Junior High School teachers in Manolo Fortich District, Division of Bukidnon, Philippines, during School Year 2025–2026. A descriptive-correlational design was used with a researcher-adapted, expert-validated questionnaire (Cronbach's α = .909) administered to all 182 Junior High School teachers in the district through universal sampling. Data were analyzed using means, standard deviations, and Pearson product-moment correlation. Results showed that teachers reported a very positive level of personality traits overall (M = 3.76, SD = 0.31), with Agreeableness rated highest and Neuroticism rated lowest; a very positive level of school climate (M = 3.65, SD = 0.38), with Academic Emphasis rated highest and Resource Influence rated lowest; and a very effective level of classroom management (M = 3.74, SD = 0.34), with Classroom Discipline rated highest and Time Management rated lowest. All five personality traits and all five school climate dimensions were significantly and positively correlated with classroom management (p < .001), with Extraversion (r = .797) and Teacher Affiliation (r = .783) showing the strongest overall associations. These findings suggest that positive personality traits and a supportive school climate jointly reinforce teachers' capacity to manage classrooms effectively. Schools are encouraged to pair personality-informed professional development with deliberate efforts to strengthen teacher affiliation, collegial leadership, and resource support.