BIG FIVE PERSONALITY TRAITS AND ACADEMIC PERFORMANCE OF COLLEGE OF TEACHER EDUCATION STUDENTS AT LAGUNA STATE POLYTECHNIC UNIVERSITY, LOS BA?OS CAMPUS 2016-2017.

This study aimed to determine the relationships of big five personality traits and students? academic performance of College of Teacher Education at Laguna State Polytechnic University Los Ba?os Campus, Los Ba?os, Laguna ,1st semester Academic Year 2016-2017. The hypothesis stating that no significant relationship between the personality traits and the academic performance of the respondents was determined at ).05 level of significance. Employing correlational research design. The respondents of the study were the 219 Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education students (BEEd) from second year, third year and fourth year level. A valid survey questionnaire on determining the level of big five personality traits of the respondents which was adapted from Chowdburry?s Individual Level of Big Five Personality Test. Pearson r was used to determine the significant relationship between students? big five personality traits and their? academic performance. Most of the respondents GWA range from 1.50 to 1.74 consist of 70 of 31.96% while there were 10 or 4.57% got a GWA of 2.01 above. The results describe that openness, conscientiousness and extraversion show negative correlation while agreeableness and neuroticism show positive correlation but the relationship between variables are all weak such that the null hypothesis stating that there is no significant relationship between the said variables is rejected with the p-value range from of 0. 0001 to 0.0018 which is lower than the level of significance of 0.05. A significant relationship was found between the level of big five personality traits and of students? academic performance. The results describe that the trait reflects 'open-mindedness' and interest in culture. High scorers tend to be imaginative, creative, and to seek out cultural and educational experiences. Low scorers are more down-to-earth, less interested in art and more practical in nature. Most of the students who have taken this test, their score on this dimnsion (25.31) is relatively low. The students score on conscientiousness (29.68) is about average. High scorers are methodical, well organized and dutiful. Low scorers are less careful, less focused. In extraversion their scores (27.79) is about average wherein high in extraversion are energetic and seek out the company of others. Low scorers (introverts) tend to be more quiet and reserved. In Agreeableness , student? score on this dimension (29.94) is about average it reflects how they tend to interact with others. People high in agreeableness tend to be trusting, friendly and cooperative. Low scorers tend to be more aggressive and less cooperative. In Neuroticism (22.40) which is relatively low, this trait reflects the tendency to experience negative thoughts and feelings. High scorers are prone to insecurity and emotional distress. Low scorers tend to be more relaxed, less emotional and less prone to distress. The researcher concluded that all of the personality traits show significant relationship in the academic. Based on the conclusions the researchers recommended instructors or teachers must take into consideration thoe students traits as one of the factors affecting students? performance. Seminars on personality development and moral values may be conducted by the College to deepen the students understanding on the importance of having good traits as future educators. Further study is also recommended by the researchers since it is limited only in the College of Teacher Education.