Professionalism and Personality: A Study of Teacher Educators of Uttarakhand

This study explores the relationship between personality traits and professionalism among teacher educators, aiming to identify how individual characteristics influence key aspects of professional behaviour in educational settings. The research employs a quantitative methodology, with a final sample comprising 952 teacher trainees and 167 teacher educators. For data collection, the Teacher Educator Professionalism Scale (TEPS) was developed and standardised to assess teacher educators' professionalism as perceived by students. To measure personality traits, the 16 PF Questionnaire (Form A, developed by R.B. Cattell, with a Hindi version by S.D. Kapoor) was used. Correlation and multiple regression analyses were conducted to assess the predictive power of personality traits on various dimensions of professionalism. The findings reveal that rule-consciousness positively affects teaching performance and inclusivity, while self-reliance and perfectionism are negatively associated with collaborative and student-centred approaches. Imaginative selfdiscipline is linked to improved teaching performance, whereas traits like emotional sensitivity and suspiciousness hinder equitable behaviour. However, personality traits show limited influence on innovation, suggesting that external factors such as institutional support and professional development play a greater role in fostering creativity in teaching. These insights highlight the need for tailored professional development programmes and institutional strategies to support educators, enhancing both their professional effectiveness and adaptability in diverse educational environments.