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2.1.8 Teachers' Personality Factors as Correlates of Academic Achievement of High Ability Students in Nigeria

School teachers generally have a long-lasting influence on the students they teach. This study is therefore interested in confirming whether or not teachers’ personality factors will positively or negatively influence the academic achievement of gifted children in Nigeria. The study used a correlational type of survey research design. Purposive sampling was used to select forty participants and their teachers, and they answered five research questions. The data was collated using student academic record and three standardized instruments, and it was analyzed using PPMC and multiple regression. The results show that all three independent variables were significant; teachers’ openness to experience, extraversion, and conscientiousness all correlate with the academic achievement of high ability students.

Author(s):

Olufemi Aremu Fakolade
fakolade1@yahoo.com
University of Ibadan
Nigeria

I am dr Fakolade olufemi aremu, I studied special education at my undergraduate and postgraduate levels specialising in education of the gifted and talented children. I started working as an assistant lecturer in the university of Ibadan in 2001.I was later promoted to the rank of lecturer two and senior lecturer in 2011. I am presently an associate professor in my department. Furthermore, I also served as the Head of department between 2016 to 2018. I have published lots of articles and I have attended conferences and workshops in some part of Canada ,Poland , Coratia and Africa .