Abstract
There are some specific trends and regularities of behavioral patterns in individuals which
determine their personality traits. This study was aimed to determine the impact of big five personality
traits on academic achievement of prospective teachers. A quantitative study was conducted by using
the casual comparative research design. A sample of 759 prospective teachers was selected through
proportionate stratified random sampling technique from two public universities. Big Five personality
traits inventory (BFI) was adopted to collect data. Data was analyzed by applying inferential statistics.
The findings showed the significant impact of personality traits like conscientiousness, openness to
experience on prospective teachers’ academic achievement i.e. CGPA, while the impact of rest of the
three variables i.e. extraversion, agreeableness and neuroticism on academic achievement was not
statistically significant. Findings also revealed that female prospective teachers were more emotionally
stable than male prospective teachers. Accordingly, academic achievement of prospective teachers was
predicted (20%) by big five personality traits, therefore it is recommended that teacher education
Institutes arrange training sessions or workshops for providing guidance to educators and prospective
teachers, to understand that every student possess different level of personality traits which have a great
impact on their academic achievement
Dr. Aroona Hashmi, Qamar Naz. (2020) Impact of Big five personality traits on Academic Achievement of Prospective Teachers, Journal of Arts and Social sciences, Volume 7, Issue 1.
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