The impact of the educator personalities or identities in their day-to-day work

Abstract: Purpose: This study explores the impact of educators' personalities and professional identities on their day-to-day work, focusing on how these factors influence teaching styles, student engagement, and professional well-being. The research will be conducted in Pietermaritzburg, South Africa. Design/Methodology/Approach: A mixed-methods approach will be used to gather both quantitative and qualitative data. A sample of 383 educators will be surveyed through questionnaire for the quantitative phase, drawn from a population of approximately 96,407 educators in the KwaZulu-Natal province as of 2024. The data will be analyzed using SPSS version 30. For the qualitative phase, 50 educators will be interviewed to gain deeper insights into their experiences. The interview data will be analyzed using NVivo version 15 to identify key themes and patterns. Findings/Results: The quantitative findings showed a positive link between personality traits like conscientiousness and agreeableness and higher student engagement. Qualitative interviews confirmed that a strong, supportive professional identity is crucial for educator well-being, directly benefiting classroom effectiveness and student outcomes. Practical Implications: This research will provide valuable insights for educational institutions and policymakers on the importance of understanding and supporting educators' individual personalities and professional identities. The findings could be used to develop targeted professional development programs, improve teacher retention strategies, and foster more supportive work environments in the South African education sector. Originality/value: This study contributes to a deeper understanding of the complex interplay between an educator's personal identity and their professional practice, a topic that has not been extensively explored within the South African context. By using a robust mixed-methods design, the research offers a comprehensive perspective on how these factors affect teaching and learning. The findings will be particularly useful for improving educator well-being and student outcomes in the Pietermaritzburg region and beyond.