| Summary: | 碩士 === 康寧大學 === 應用外語研究所 === 103 === The goal of this study is to explore the correlation between elementary school teachers’ personality traits and English learning self-efficacy. The study employed a questionnaire method on 400 randomly-selected elementary school teachers in Changhua County, and then the data received were processed with SPSS version 21.0 statistical software package, descriptive statistics, independent sample t test, single-factor variance analysis and Pearson product-moment correlation analysis.
All the following results of this study have significant differences. Most elementary school teachers’ personality traits tended to be friendliness. Female elementary school teachers had a diligent nature; older elementary school teachers were diligent and emotionally stable, while younger teachers friendly. Senior teachers tended to be emotionally stable, while junior teachers open, friendly and diligent. Teachers with a major or minor in English were prone to open. Elementary school teachers’ English learning self-efficacy in general was on the execution aspect. Elementary school teachers with a major or minor in English tended to have an implementation capacity and ability to achieve goals; the more positive the elementary school teachers’ personality traits, the better their English learning self-efficacy.
Based on above findings, elementary school teachers should take their individual personality trait seriously. Educational authorities and institutions may consider the launching of programs of personality traits and enhancement of English learning. It can the development of personality traits in elementary school teachers hopefully as a measure for increasing English learning self-efficacy.
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