• PROF. (DR.) RAJ KUMAR NAYAK
• SATYASAKHA TRIPATHY

This pilot study investigates the relationship between teacher personality profiles, gender, and student engagement outcomes in higher secondary science classrooms in Purba Medinipur District, West Bengal. Recognizing the influence of personality on instructional practices, the study focuses on how teacher traits, particularly openness to experience and extraversion, relate to the adoption of interactive and inquiry-based teaching methods. A mixed-methods approach was employed, combining quantitative surveys with qualitative classroom observations. Forty science teachers participated, completing a validated Five-Factor Model personality inventory, while 200 students completed a structured engagement survey. Classroom observations assessed the use of real-life examples, student participation, lesson flexibility, and promotion of problem-solving. Cluster analysis revealed three distinct teacher personality profiles: Cluster A (high openness and extraversion, n = 12), Cluster B (moderate scores across traits, n = 18), and Cluster C (low openness and extraversion, n = 10). Descriptive statistics indicated that students of Cluster A teachers had the highest engagement scores (M = 81.2, SD = 4.8), followed by Cluster B (M = 73.5, SD = 5.9) and Cluster C (M = 66.1, SD = 6.2). Gender differences were minor, with female teachers slightly more represented in Cluster A; however, t-tests showed no statistically significant differences in student engagement scores based on teacher gender. Correlation analysis revealed a moderate positive relationship between openness and student engagement (r = 0.56, p < 0.01), and regression analysis confirmed that personality clusters significantly predicted engagement outcomes (R² = 0.34, F(2,37) = 9.56, p < 0.001). Qualitative observations supported these findings, showing that high-openness teachers actively used real-life examples, encouraged discussions, adapted lessons flexibly, and promoted problem-solving. Moderate-openness teachers combined structured instruction with some participatory elements, while low-openness teachers followed rigid lesson plans with limited student interaction. The study confirms the feasibility of the instruments and methods and highlights the importance of teacher personality in shaping engagement. Findings emphasize the need for professional development programs that cultivate openness, adaptability, and student-centered practices to enhance inquiry-based science teaching in rural contexts.

PILOT STUDY ON PERSONALITY PROFILES (CLUSTERS), GENDER, AND STUDENT ENGAGEMENT OUTCOMES IN PURBA MEDINIPUR DISTRICT OF WEST BENGAL

"PILOT STUDY ON PERSONALITY PROFILES (CLUSTERS), GENDER, AND STUDENT ENGAGEMENT OUTCOMES IN PURBA MEDINIPUR DISTRICT OF WEST BENGAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 9, page no.f651-f664, September-2025, Available :http://www.jetir.org/papers/JETIR2509587.pdf

"PILOT STUDY ON PERSONALITY PROFILES (CLUSTERS), GENDER, AND STUDENT ENGAGEMENT OUTCOMES IN PURBA MEDINIPUR DISTRICT OF WEST BENGAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 9, page no. ppf651-f664, September-2025, Available at : http://www.jetir.org/papers/JETIR2509587.pdf