Personality Types and Social Adjustment of Secondary School Teachers in Akwa Ibom North East Senatorial District, Nigeria

The study investigated the extent to which personality types predict social adjustment of secondary school teachers in Akwa Ibom North East Senatorial District. Six research questions and six corresponding null hypotheses guided the conduct of the study. A correlational research design was adopted for the study. The population of the study consisted of 3,904 teachers in 89 public secondary schools in Akwa North East Senatorial District. A sample of 425 teachers in public secondary schools in the research area was selected for the study using multi-stage sampling procedure. One researcher-made instrument titled “Personality Types and Social Adjustment Questionnaire for Teachers” (PTSAQT) was used for data collection. The instrument was subjected to face validation by three experts. The internal consistency reliability of the instrument was determined and a reliability coefficient of 0.74 was obtained. Data were analysed using simple linear regression statistics. The findings of the study were that artistic, social and enterprising personality types significantly predicted social adjustment of secondary school teachers while realistic, investigative and conventional personality types did not. The study concluded that not all personality types are reliable predictors of social adjustment among secondary school teachers. Overall, the study underscores the importance of understanding personality differences in shaping teachers’ social adjustment. Based on the findings, six appropriate recommendations were made among which is that teacher development programmes in Akwa Ibom North East Senatorial District should integrate personality-based training to help teachers with realistic, investigative and conventional personality types improve their social adjustment skills, particularly in areas of collaboration, conflict resolution, and teamwork.