A Comparative Study of Personality Traits in Female Integrated Teacher Education Programme (ITEP) and B.Ed. Students

Abstract

The personality of a teacher plays a crucial role in shaping classroom environments, influencing student performance, and determining overall teaching effectiveness. With the introduction of the Integrated Teacher Education Programme (ITEP) under the National Education Policy (NEP) 2020, teacher preparation in India has undergone major reform. This study aimed to compare the personality traits of female students enrolled in the four-year ITEP and those in the two-year Bachelor of Education (B.Ed.) programme. A total of 100 participants (50 ITEP and 50 B.Ed. female students) from Hemvati Nandan Bahuguna Garhwal University, Uttarakhand, were selected using disproportionate stratified random sampling. The NEO Five-Factor Inventory (NEO-FFI) developed by Costa and McCrae (1992) was used to assess five dimensions of personality: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. Data were analyzed using descriptive statistics and independent t-tests using SPSS version 26. The Results showed that ITEP students scored significantly higher in Openness, Conscientiousness, and Extraversion, while no significant differences were observed in Agreeableness and Neuroticism. It was concluded that the ITEP better supports the development of creativity, responsibility, and sociability among teacher trainees, aligning with the vision of NEP 2020 to produce reflective and innovative educators. Meanwhile, both programmes equally nurture empathy and emotional stability, highlighting their continued relevance in teacher preparation