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ABSTRACT
The study assessed influence of personality traits on the teaching competencies of accounting teachers in senior secondary schools in Edo State. Five research questions guided the study and five hypotheses were tested at 0.05 level of significance. Correlational survey research was the design adopted for the study. The population of the study consisted of forty-three (43) accounting teachers in sixty seven (67) public senior secondary schools in Edo South Senatorial District of Edo State. The sample comprised the entire population. The instrument for data collection was a structured questionnaire with a 5-point rating scale ranging from Strongly Disagree-1 point, Disagree -2 points, Undecided - 3 points, Agree -4 points, Strongly Agree -5 points. To determine the validity of the instrument, the instrument was given to the researcher’s supervisor and two other experts in the Department of Vocational and Technical Education, Faculty of Education, University of Benin. Cronbach Alpha formular was used to determine the reliability of the instrument and it yielded a reliability coefficient of 0.82. Based on the findings, it was concluded that the relationship between openness to experience and teaching competencies was high. The relationship between conscientiousness of the accounting teachers and teaching competencies was moderate; the relationship between extraverted accounting teachers and teaching competencies was low; the relationship between agreeableness of the accounting teachers and teaching competencies was moderate and the relationship between accounting teachers’ neuroticism and teaching competencies is moderate. It was recommended that government should establish educational programmes where skills in interpersonal relationship and communication can be taught so that people can be successful both at home and in the workplace as they exhibit interpersonal and social skills, courteousness, respectful communication and networking skills.
