Volume 9, Issue 7, July – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24JUL431

Personality Traits and Behavior of

Students in English Class
Emmie Lou S. Salomon

Abstract:- The current study aimed to explore the who determine whether behavior is appropriate, Kitishat and
domains of personality traits that significantly predicts Al-Friehat (2013) stressed the need of understanding
the behavior of students in English class. In this study, the disorderly behavior in order to support students emotionally.
researcher selected the 200 junior high school teachers in Additionally, Tomlinson and Jarvis (2014) argued that
CLuster 13 schools in Davao City as the respondents of successful behavior management can boost student
the study. Stratified random sampling technique was achievement and encourage desired behaviors. These
utilized in the selection of the respondents. Non- strategies include effective teaching, rewarding appropriate
experimental quantitative research design using behavior, punishing inappropriate behavior, customizing
descriptive-correlational method was employed. The data lessons based on learner characteristics, and making efficient
collected were subjected to the following statistical tools: use of the lesson period.
Mean, Pearson Moment Product Correlation, and Linear
Regression Analysis. Descriptive analysis showed that Furthermore, personality qualities such as agreeableness,
personality traits and behavior of students in English conscientiousness, neuroticism, extraversion, and openness
class were described as extensive. Further, correlation reflect common ways of feeling, thinking, and acting,
analysis demonstrated that there is a significant according to Muhamad, Roodenburg, and Moore (2018).
relationship between personality traits and behavior of According to Adamsons and Pasley's (2013) proposal,
students in English class. Evidently, linear regression personality is centered on how an individual integrates
analysis reflected that personality traits in terms of expectations from society about what it means to hold specific
extraversion, conscientiousness, neuroticism, and social positions or statuses and the behavioral demands that
openness was found to be a significant predictor of go along with it. According to Schwartz et al. (2016), traits
behavior of students in English class in Cluster 13, Davao are a deep structure of the personality that carry out functions
City. In other words, personality traits significantly of supervision, control, and evaluation to maintain continuity,
influence the behavior of students in English class in integrity, and self-identity in the face of systemic changes in
Cluster 13 schools in Davao City. social contexts and personality types.

Keywords:- Teaching English, Personality Traits, Students’ In the meantime, other studies have shown a strong
Behavior in English Class, Davao City, Philippines. correlation between students' behavior in the classroom and
their personality qualities. For instance, a qualitative study
I. INTRODUCTION conducted in 2014 by Ghaedi and Jam demonstrated how
behavioral tendencies found in personality traits might
A. The Problem and Its Scope influence behaviors that impact academic competence, like
According to Qahtan (2016), disruptive classroom talkativeness, perseverance, and conscientiousness. Positively
behavior among students has grown to be a global problem in oriented students are more likely to finish assignments on
elementary and secondary education, presenting a challenging time, put effort into them, apply themselves without constant
but inevitable task for both inexperienced and seasoned supervision, and meet assignment deadlines. According to
educators. For example, unruly students are one of the biggest Robinson (2012), curricular and instructional modifications
problems for teachers, according to Kitishat and Al-Friehat made by teachers, in conjunction with personality factors, can
(2013), since they take up other students' attention and require have a substantial effect on students' learning and
teachers to spend important teaching time dealing with them. engagement.
Garcia (2012) came to the similar conclusion, saying that in
the Philippines, disruptive students can jeopardize the efficacy Nevertheless, prior research has only looked at general
of a classroom setting. Adem and James (2015) said that even education situations and was carried out in other countries.
if bad conduct like daydreaming might not have an effect on The conduct of students in English classrooms in the
other students, it still has an effect on the student who engages Philippine context has not been examined in any of this
in it because it makes them miss important information and research. Therefore, the researcher felt compelled to close this
may even put them behind in their studies. gap by employing a quantitative research design to carry out a
study in the Philippine context, namely in Davao City. In
However, regardless of grade level, controlling order to fill a research gap regarding the relationship between
disruptive conduct in English courses is still a fundamental personality qualities and student behavior in English
component of effective teaching methods and preserving classrooms, this study uses a correlational technique.
order (Al-Amarat, 2015). Given that teachers are the ones Therefore, the goal of this study is to add to the small amount

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24JUL431

of information already available about how personality factors  What is the extent of personality traits of the students in
affect students' behavior in English classes. English class in terms of:

B. Theoretical/Conceptual Framework  Extraversion;

The study is based on Ghaedi and Jam's (2014) claim  Agreeableness;
that personality qualities can affect English proficiency habits  Conscientiousness;
like perseverance, conscientiousness, and talkativeness.  Neuroticism; and
Cognitive capacity tells what a person can do; personality  Openness?
attributes show what they will do. Thus, pupils with positive
personalities are more likely to fulfill deadlines, finish  What is the extent of behavior of the students in English
projects, work hard, and work without supervision. According class in terms of:
to Robinson (2012), personality attributes and teachers'
curricular and instructional modifications affect student  Peer relation;
learning and engagement. To help students adjust to foreign
 Attention seeking;
teaching pedagogies, teachers should be trained to create
 Task avoidance;
collaboration-based projects, infuse everyday culture into
 Adult attention; and
course design, and improve peer interactions. This study
suggests that culturally and environmentally competent  Environment?
teachers can handle classroom issues better.
 Is there a significant relationship between personality
As illustrated in Figure 1, the study has two variables. traits and behavior of the students in English class in
The independent variable is personality traits—typical cluster 4 schools in Davao City?
thoughts, feelings, and behaviors. Muhamad et al. (2018) list  Which domains of personality traits significantly influence
extraversion (warmth, sociability, assertiveness), behavior of the students in English class in cluster 4
agreeableness (pro-social orientation), neuroticism (negative schools in Davao City?
emotions), conscientiousness (organization, persistence,
reliability), and openness to experience as personality traits. D. Hypotheses
The dependent variable is student behavior, particularly The following null hypotheses were tested at 0.05 level
inappropriate behavior given the setting. Behavior measures of significance:
include peer relations (unpleasant behavior to be noticed by
peers), attention seeking (problem behavior due to peer  H01:
response), task avoidance (engagement to avoid assigned There is no significant relationship between personality
tasks), adult attention (problem behavior from being bossed), traits and behavior of the students in English class in cluster 4
and environmental influence. schools in Davao City.

 H02:
There are no domains of personality traits significantly
influence behavior of the students in English class in cluster 4
schools in Davao City.

II. METHODS

A. Research Design
The researcher employed non-experimental quantitative
research methodology to collect data, thoughts, facts, and
information pertaining to the topic. The researcher employed
a descriptive correlation strategy to effectively tackle the
issues in the study and accomplish its objectives. This
methodology quantifies multiple pertinent factors and
evaluates the correlation or association between them
(Schmitz, 2012). This study aims to investigate the correlation
between personality factors and classroom behavior among
students. The study aims to examine the specific categories of
personality traits that have a substantial impact on the conduct
Fig 1 Conceptual Framework of the Study of students in English class.
C. Statement of the Problem B. Research Respondents
The primary aim of this study was to determine which The study specifically targeted junior high school
domains of personality traits significantly influence the students from cluster 4 schools in Davao City. A total of 150
behavior of the students in English class in cluster 4 schools respondents were chosen using stratified random sampling.
in Davao City. Specifically, this study sought to answer the According to Shi (2015), this approach involves dividing the
following questions: population into smaller groups based on common traits, such

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24JUL431

as income or educational attainment, in order to ensure English class), offering insights for objective 3. Furthermore,
representation across diverse features. Strict inclusion criteria Linear Regression was utilized to assess the impact of the
were implemented, restricting the selection to registered independent variable (personality traits) on the dependent
students who did not have any criminal records and willingly variable (behavior of students in English class), specifically
agreed to take part in the study. The study's parameters were addressing objective 4. The utilization of these statistical tools
determined by its research inquiries, excluding the was essential for analyzing the links and effects inside the
examination of gender and socio-economic status among the study's framework.
junior high school pupils who were surveyed.
III. RESULTS AND DISCUSSIONS
C. Research Instrument
The study employed adapted questionnaires to assess A. Personality Traits of Students in English Class
personality traits and behavior of junior high school students
in Cluster 4 schools in Davao City. The first part, adapted  Extraversion.
from John and Srivastava's (1999) Big Five Inventory, The mean score for this domain in Table 1 is 3.63, which
evaluated personality traits including extraversion, falls under the category of extensive. This suggests that the
agreeableness, conscientiousness, neuroticism, and openness. personality traits of junior high school pupils in Secondary
The instrument achieved high reliability with a Cronbach’s District, Panabo City are frequently seen. The table displays
alpha of 0.955, indicating consistent item responses on a 5- the average ratings of the items, which range from 3.29 to
point Likert scale. Mean scores were categorized as follows: 4.19. The statement "Seeing myself as someone who
4.20 - 5.00 (Very Extensive), indicating that personality traits generates a lot of enthusiasm" has a mean score of 3.29,
are consistently observed among students; 3.40 - 4.19 indicating that it is somewhat observed. On the other hand, the
(Extensive), suggesting traits are frequently observed; 2.60 - statement "Seeing myself as someone who is gutsy" has an
3.39 (Moderately Extensive), indicating traits are sometimes average rating of 4.19, showing that it is commonly observed.
observed; 1.80 - 2.59 (Less Extensive), suggesting traits are These findings indicate that students enrolled in English
rarely observed; and 1.00 - 1.79 (Not Extensive), indicating programs at Cluster 4 schools in Davao City frequently
traits are never observed. exhibit attributes such as affability, sociability, and
assertiveness. This discovery provides evidence for
The second part of the questionnaire, adapted from Chaukulkar's (2019) claim that extraversion encompasses
Moldes et al. (1994), focused on student behavior in English traits such as friendliness, active involvement, high energy
classrooms, measuring aspects like peer escape, peer levels, and warmth, which are associated with increased
attention, adults escape, and adults’ attention. This section positive emotions.
also demonstrated high internal consistency with an alpha
coefficient of 0.897. Responses were assessed on a 5-point
Likert scale and categorized based on mean ranges: 4.20 -
5.00 (Very Extensive), indicating that specific behaviors are
consistently manifested in the English classroom; 3.40 - 4.19
(Extensive), suggesting behaviors are often manifested; 2.60 -
3.39 (Moderately Extensive), indicating behaviors are
sometimes manifested; 1.80 - 2.59 (Less Extensive),
suggesting behaviors are seldom manifested; and 1.00 - 1.79
(Not Extensive), indicating behaviors are never manifested.

Prior to administration, the questionnaires underwent

validation by three experts and were revised based on their
feedback. The scaling involved setting the average cut-off
point at half of 5, with an interval of 0.80 to ensure uniformity
and clarity in interpretation of responses. These findings  Agreeableness.
provide insights into the prevalence of personality traits and In Table 2, the mean score for this domain is 3.66,
behaviors among junior high school students in English showing that Davao City Cluster 4 English students'
classrooms, highlighting areas where interventions or support personality traits are regularly noticed. The table shows item
may be beneficial. mean ratings of 3.32–4.52. In particular, "Seeing myself as
someone who can be warm and sociable" has a mean rating of
D. Data Analysis 3.32, indicating it is occasionally observed, while "Seeing
The researcher employed various statistical myself as someone who likes to cooperate with others" has a
methodologies to assess the collected data. The mean was mean rating of 4.52, indicating it is consistently observed.
utilized to assess the personality traits and conduct of students These data indicate that English students are often pro-social.
in English lessons in Cluster 4, Davao City, in order to Lee and Ashton (2012) found that pleasant people have better
achieve objectives 1 and 2. In addition, the Pearson Product relationships and fewer social conflict. Rey and Extremera
Moment Correlation was employed to evaluate the substantial (2016) claim that low-agreeable people may be hostile and
correlation between the independent variable (personality mistrustful, causing interpersonal conflict and a decreased
traits) and the dependent variable (behavior of students in willingness to forgive perceived provocations.

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 Conscientiousness. Based on extensive rating this domain receives, it can be

concluded that students in Davao City's Cluster 4 schools
Organisation and carefulness are common in Cluster 4
frequently display negative emotions like anxiety and
schools in Davao City, as shown in Table 3 by the mean score
of 3.70, which is extensive. The table shows item mean depression. This result supports the theory put forth by
ratings of 3.39–4.01. In particular, "Seeing myself as someone Muhammad et al. (2018) that neuroticism events are ones that
who tends to be organized" has a mean rating of 3.39, give a person the chance to consider different options that
they may or may not choose to integrate into their personality.
indicating it is occasionally observed, while "Seeing myself as
While chances to spontaneously explore new identities may
someone who is careful" has a mean rating of 4.01, indicating
arise at different times throughout the lifespan, there is a
it is frequently observed. Junior high school pupils in
degree of inherent possibility for such encounters across
Secondary District, Panabo City, are likely structured,
persistent, and reliable. This supports Thill's (2019) claim that cultural boundaries.
conscientiousness is shown by thorough preparation and
 Openness.
consistent behavior.
Table 5 shows that this domain on personality traits of
junior high school pupils in Secondary District, Panabo City is
widely noticed. The table also shows that item ratings average
3.56–3.75. The item, “Seeing myself as someone who has few
artistic interests” has a mean rating of 3.56, described as
extensive and often observed, while the item, “Seeing myself
as an ingenious, deep thinker” has a mean rating of 3.75,
described as extensive and often observed.

 Neuroticism.
The average score for this domain in Table 4 is 3.71,
which falls under the category of extensive. This suggests that
students in English lessons at Cluster 4 schools in Davao City
often exhibit personality qualities associated with remaining
calm in tight situations and not quickly becoming nervous.
The table displays the average ratings of the items, which
range from 3.36 to 4.19. The statement "Seeing myself as
someone who doesn't get nervous easily" has an average
rating of 3.36, indicating that it is moderately common. On
the other hand, the statement "Seeing myself as someone who
can be calm in tense situations" has an average rating of 4.19,
suggesting that it is frequently observed by the respondents.

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The results suggest that pupils in English classes at  Attention Seeking.

Cluster 4 schools in Davao City often demonstrate a high The data shown in Table 8 shows that attention-seeking
degree of imagination and creativity. This discovery is behavior among students in English courses in Cluster 4
consistent with Zhang's (2015) viewpoint that persons who schools in Davao City has a category mean of 3.27. This level
have a high level of openness are inclined to enthusiastically is classified as moderately extensive, suggesting that it is
accept new ideas and experiences, actively seeking novelty occasionally noticed. The ratings for goods vary between 3.02
and engaging in creative endeavors. Table 6 presents a and 3.67. The conduct of remaining nice when peers are
summary of the magnitude of personality traits observed in giving attention to other students in English class gets a mean
these pupils. The overall average score is 3.67, which falls value of 3.02, indicating a moderate level of occurrence. On
within the category of extensive. Students consider the other hand, the behavior of "not trying to participate in
personality as a manifestation of their highest capabilities, problematic activities even when specific peers who engage in
which undergoes constant development throughout their lives. such activities are present" had an average rating of 3.67,
This discovery corroborates Guardia's (2012) perspective that classified as extensive, which means it is regularly seen
individuals manifest their sense of identity through activities among the students.
that are self-defining, immersive, purposeful, and contribute
to personal development and satisfaction. The data suggests that peer response often disengages
students from problem behavior. This validates Esen and
Gundogdu (2010)'s finding that peer support helps people
cope with issues and illnesses by letting go of emotions by
talking to someone. Teens benefit from peer help to manage
stress.

B. Behavior of Students in English Class in Cluster 4, Davao

City

 Peer Relation.
The data from Table 7 indicates that students in English
class in Cluster 4 schools in Davao City commonly exhibit
behavior related to peer connections, with an extended
category mean of 3.41. The ratings for the items range from
2.34 to 4.01. The behavior of avoiding interaction when peers  Task Avoidance.
cease to engage with them has a mean value of 2.34, Table 9 shows that work avoidance is common among
indicating a moderate prevalence and suggesting it is English students at Cluster 4 schools in Davao City, with a
frequently observed. On the other hand, the action of category mean of 3.64. The mean ratings for the items
"disengaging" due to feelings of discomfort has a mean rating is 3.39–3.98. In particular, "Not doing the behavior if the
of 4.01, suggesting that it is commonly observed among the teacher requested or ended an English activity" had a mean
respondents. This behavior is characterized as widespread. value of 3.39, indicating moderate frequency. "Not engaging
in problem behavior during specific activities in English
class" has a mean value of 3.98, indicating that respondents
witness it regularly.

This shows that Cluster 4 Davao City pupils often ignore

duties in English class. Kelly (2019) agrees that children with
impulsivity, oppositional behavior, inattention, and hostility
need constant teacher monitoring, redirection, reminders, and
regular punishments.

It indicates that pupils in English classes at Cluster 4

schools in Davao City often exhibit negative behaviors in
order to attract attention from their peers. This discovery is
consistent with the research conducted by Kadir et al. (2018),
which emphasized the impact of peer groups on students'
concern toward education. The findings of Temitope and
Ogonsakin (2015) about peer influence among teenagers are
further corroborated by this study. It highlights the
detrimental effects of peer pressure and underscores the
importance of education and preparedness in properly
managing such influence.

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 Adult Attention. Table 12 provides a concise overview of the conduct of

Table 10 reveals that adult attention in English courses at students in English courses in Cluster 4 schools in Davao
Cluster 4 schools in Davao City is common, with a category City. The overall mean score of 3.43, classified as extensive,
mean of 3.50. Items average 3.12–3.88, according to ratings. indicates that this behavior is regularly observed. The mean
Specifically, "Appearing to disengage in problem behavior to score for task avoidance was the greatest at 3.64, indicating a
avoid getting attention when the English teacher is attending significant and frequent occurrence. In contrast, attention
to other students" had a mean value of 3.12, indicating seeking had the lowest mean score of 3.27, suggesting a
considerable frequency. The mean rating of 3.88 for "Not moderate occurrence that is occasionally observed. These
engaging in problem behavior because the teacher provides findings indicate that students frequently engage in activities
one-on-one instruction to get them back on task" is extensive, to prevent disruption and problems in the classroom, which
indicating that respondents frequently observe it. has a favorable impact on their overall classroom conduct.
This finding is consistent with the research conducted by
This shows that Cluster 4 Davao City kids modify their Machumu (2011), Kitishat and Al-Friehat (2013), and Polat,
English class conduct based on adult attention. Gehlbach et al. Kaya, and Akdag (2013), which highlight the importance of
(2012) found that students and teachers impact each other. effective classroom management in promoting higher
Students are more engaged and driven when they feel cognitive abilities and positive attitudes among students. As a
respected and encouraged in class. result, it helps to reduce disruptive behaviors such as
noisemaking, incomplete assignments, inattentiveness, and
other negative behaviors.

C. Relationship Between Personality Traits and Behavior of

 Environment. Students in English Class in Cluster 4, Davao City
According to Table 11, students in English lessons in The study uncovers substantial positive associations
Cluster 4 schools in Davao City occasionally notice the between personality factors and the behavior of students in
environment, as shown by a category mean of 3.35 in this English lessons at Cluster 4 schools in Davao City. Using the
domain. The mean ratings vary from 3.22 and 3.51. The Pearson Product Moment Correlation, Table 13 shows a
statement "Trying to avoid trouble throughout the day robust correlation (r = .921, p < 0.05) between these variables,
following an earlier episode" has a score of 3.22, indicating indicating that alterations in personality traits align with
that it is occasionally demonstrated. On the other hand, the substantial changes in student behavior. The correlation
statement "Disengaging in conflict outside of the English coefficients for extraversion, agreeableness,
class" has a score of 3.51, indicating that it is regularly conscientiousness, neuroticism, and openness are 0.829,
observed and extensive. This indicates that the behavior 0.899, 0.662, 0.656, and 0.761 respectively. All of these
problems of junior high school students in Panabo City are correlations are statistically significant. These findings refute
greatly influenced by social interactions. This supports the the null hypothesis that there is no correlation between
perspective of Gehlbach et al. (2012) that there is a reciprocal personality traits and student behavior, emphasizing the
influence between students and teachers, where a positive impact of personality on students' behavior in the English
classroom environment promotes student engagement and classroom environment.
motivation.

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This corroborates Robinson's (2012) perspective that

personality factors, in conjunction with teachers' curricular IV. CONCLUSIONS AND RECOMMENDATIONS
and instructional adjustments, can significantly impact student
learning and engagement. This hypothesis carries substantial A. Summary of Findings
ramifications for academic achievement among students. This non-experimental quantitative study used a
Therefore, it is essential to provide teachers with training in descriptive-predictive method to determine which personality
developing and facilitating collaboration-based group and pair factors significantly affect junior high school English pupils in
projects, integrating everyday culture into course design, and Cluster 4 schools in Davao City. The study includes 200
improving peer-to-peer interactions. This will enable students stratified random sampled participants. Data was collected
to become acquainted with foreign teaching pedagogy. using pilot-tested modified survey questionnaires. Students'
personality traits had an extensive mean of 3.67, with
D. Domains of Personality Traits that Significantly Influence extraversion, agreeableness, conscientiousness, neuroticism,
the Behavior of Students in English Class in Cluster 4, and openness scoring 3.63, 3.66, 3.70, 3.71, and 3.67,
Davao City respectively.
The impact of personality factors on classroom conducts
among junior high school students in Secondary District, Additionally, English class behavior averaged 3.43,
Panabo City was evaluated by multiple linear regression indicating considerable. Peer relationship, attention seeking,
analysis, as outlined in Table 14. The model exhibited task avoidance, adult attention, and environment scored 3.41,
statistical significance with an F-value of 20.377 (p < 0.05), 3.27, 3.64, 3.50, and 3.35. The study found a substantial
suggesting that personality traits are able to predict classroom positive association (p < 0.05) between personality traits and
conduct. The corrected R-squared value of 0.327 indicates student behavior, with an overall correlation coefficient (r) of
that personality traits explain 32.70% of the variation in 0.921. Research indicates that extraversion, agreeableness,
classroom conduct, whereas the remaining 67.30% of the conscientiousness, neuroticism, and openness positively
variation is influenced by other factors that were not correlate with behavior (p < 0.05), with coefficients of 0.829,
investigated in this study. 0.899, 0.662, 0.656, and 0.761.

Moreover, the table categorizes distinct areas of Multiple linear regression analysis showed that
personality traits, including extraversion, conscientiousness, personality factors strongly influenced student conduct in
neuroticism, and openness, as noteworthy indicators of English class (F = 117.884, p < 0.05). The corrected R-
classroom conduct among these kids. Each incremental rise in squared value of 0.638 showed that personality factors
these characteristics is associated with corresponding explained 63.8% of student behavior variability. Extraversion,
increases in classroom conduct by 0.391, 0.151, 0.124, and conscientiousness, neuroticism, and openness predicted
0.232 units, highlighting their significant influence in this behavior with regression coefficients of 0.391, 0.151, 0.124,
educational setting. and 0.232.

B. Conclusions
Study findings led to numerous conclusions. The
extensive personality qualities of Cluster 4, Davao City
English students were extraversion, agreeableness,
conscientiousness, neuroticism, and openness. This shows
these features, which indicate pupils' lifelong potential for
self-realization and development, were commonly noticed.

Second, Cluster 4, Davao City English pupils' behavior

was extensive. Peer relations, task avoidance, and adult
Thus, the null hypothesis stating that none of the attention were highly exhibited, while attention-seeking and
personality characteristic categories have a substantial impact environmental behaviors were mild. Student behavior that
on the classroom behavior of junior high school pupils in disrupts classroom order and causes teachers problems is
Secondary District, Panabo City is disproven. These findings suggested by the study.
provide evidence that students' conduct in English class is
undeniably impacted by their personality qualities, supporting In Cluster 4, Davao City, personality factors positively
the viewpoint of Piccinini and Scarantino (2016) that correlated with student behavior in English class. This
personality factors are vital in assessing language proficiency. suggests that personality factors affect student conduct
They contend that individuals bolster their language significantly.
proficiency through interactions and performances, hence
enhancing their speaking, communication, grammatical, and Finally, extraversion, conscientiousness, neuroticism,
listening aptitudes. Furthermore, these results provide and openness significantly affected student conduct in Cluster
evidence in favor of Robinson's (2012) claim that the 4, Davao City English class. This contradicts the null
combination of personality traits and teachers' instructional hypothesis, proving that certain personality categories
methods has a substantial effect on student learning and influence classroom behavior.
involvement, ultimately affecting their total academic
achievement.

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C. Recommendations Management, 2(2), 1-14. Retrieved from https://link.

The study's findings and conclusions recommend many springer.com/article/10.1007/s10683 014-9419-7
considerations. Administrators should emphasize modifying [9] Bradshaw, C.P., Mitchell, M.M. & Leaf, P.J. (2010)
classroom layouts to improve English classes. Maintaining Examining the effects of schoolwide positive
visibility, lighting, and reducing disturbances can reduce behavioral interventions and supports on student
stress and create a suitable learning environment, motivating outcomes. Journal of Positive Behavior Interventions,
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1177/1098300709334798
To address behavioral concerns, English teachers should [10] Cameron, J., & Granger, S. (2018). Does self-esteem
work with families and educators. Professional interactions have an interpersonal imprint beyond self-reports? A
can unlock student behavior management insights. meta-analysis of self-esteem and objective
Administrators should encourage collaborative learning teams interpersonal indicators. Personality and Social
to meet often for multidisciplinary conversations that improve Psychology Review, 23(1) 73–102. https://journals.
teaching and student engagement. sagepub.com/doi/pdf/10.1177/1088868318756532
[11] Chaukulkar, I. A. (2019). Extraverts savor their
Teachers should also study motivational ways to behavior: Examining extraversion and positive affect
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promotes class participation beyond academics. calstate.edu/downloads/t435gf651
[12] Dada, E. D., & Okunade, H. F. (2014). Classroom
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of student behavior in English class in Cluster 4, Davao City, controlling them among primary school teachers.
future research should examine mediating factors in other Kuwait Chapter of Arabian Journal of Business and
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