Understanding Extraversion and Openness of Secondary Mathematics Teachers: Basis for Developing Advocacy Materials

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@article{1707751,
      author = {Julie Ann B. Rebuya, Noel V. Ibis},
      title = {Understanding Extraversion and Openness of Secondary Mathematics Teachers: Basis for Developing Advocacy Materials},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {8},
      number = {10},
      pages = {149-165},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1707751.pdf},
      abstract = {This study determined the extraversion and openness of secondary math teachers in understanding personality traits. Specifically, it sought to answer questions about the lived experiences of math teachers regarding extraversion and openness in instructional events and work-related tasks, the level of these personality traits among junior high school mathematics teachers in the Daet North District, Daet, Camarines Norte, and the significant relationship between the levels of extraversion and openness among the participants. Additionally, it explored what interventions could be developed to enhance these personality traits in mathematics teachers. The study highlighted the role of adverbs in providing a deep understanding of personality traits?extraversion and openness?manifested in their instructional practices and work-related tasks. A combination of qualitative and quantitative research methods was employed, using a descriptive-correlational design. This involved oral interviews and a survey questionnaire with 21 teachers who had at least five years of experience. Oral interviews, analyzed using the Colaizzi method, revealed that extraverted teachers excelled in engaging classroom activities, while open-minded teachers demonstrated adaptability and innovation, enhancing student learning. These findings aligned with Dabrowski's Theory of Positive Disintegration and Bruner's Spiral Development Theory, suggesting that less extraverted teachers exhibit heightened openness, potentially evolving into intellectual overexcitability and adaptability. The study underscores how these traits develop alongside teaching philosophy and professional identity. To disseminate the findings of the study, advocacy materials such as the trait-modifiers booklet, a podcast, and a Facebook page were developed. Recommendations included incorporating personality assessments into teacher training, providing targeted professional development, and promoting reflective practices. By addressing the nuanced interplay of personality traits, this research contributes to enhancing mathematics education, offering solutions to cultural challenges in teaching math, and fostering an effective learning environment.},
      keywords = {Trait-Modifier, Extraversion, Openness, Mathematics Teachers, Mixed Methods Research, Advocacy Material.},
      month = {April},
  }