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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.