Predicting Commitment to Teaching in Pre-Service Teachers of Lahore: The Role of Personality Traits and Self-Efficacy

Abstract

Educational attainment is an agent of personal development, social cohesion, and retention of culture. The current study analyses the correlations among personality characteristics, self-efficacy, and professional commitment amongst pre-service teachers in Lahore. Using a quantitative research design, the study involved 520 participants recruited through convenience sampling in nine universities across the public and private sectors. The data collection was based on a closed-ended questionnaire that included three standardized instruments with a five-point Likert scale. The findings showed that a strong positive correlation existed between professional commitment, personality traits, and self-efficacy. Commitment was positively and strongly correlated with openness as part of the personality domain. Self-efficacy was found to be the most powerful single predictor of commitment and personality traits, though it was less significant in predicting commitment. The results indicate that confidence boosting strategies and personality development should be incorporated into the teacher education curricula. Institutions are thus advised to incorporate selective coursework, mentorship programs, and real-life professional practices as a way of instilling long-lasting dedication in prospective teachers. It would also be helpful for policy-makers to promote systems of professional development that lead to long-term involvement in the teaching profession.