EFFICACY OF BIG FIVE PERSONALITY TEST IN PROFESSORS’ PERSONALITY TRAITS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

In the evolving landscape of psychological assessment, web-based platforms have gained prominence due to their accessibility, efficiency, and ability to provide personality insights. This study examines the efficacy of a web-based Big Five Personality Test in identifying the personality traits of professors at Bestlink College of the Philippines. The research compares professors’ self-assessment results with evaluations conducted by their department heads to determine the reliability and accuracy of digital personality assessments within an academic environment. This study employs a quantitative comparative research design to evaluate the accuracy of the web-based Big Five Personality Test. A total of 48 full-time professors from six academic departments were selected as participants. Each professor completed a web-based personality test that measured the five core traits: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. Simultaneously, their respective department heads assessed them using a structured questionnaire aligned with the same Big Five framework, rated on a 4-point Likert scale. Data were analyzed using weighted mean and paired sample t-tests to determine the significance of the differences between self-assessments and external evaluations. The study revealed statistically significant differences between the professors’ self-assessments and the evaluations conducted by department heads across all five personality traits. The most notable discrepancy appeared in the trait of Neuroticism. Despite these differences, the web-based assessment consistently identified high levels of Openness, Conscientiousness, and Agreeableness among the respondents. These results suggest that while self-perception through digital assessments is valuable, external evaluations can provide additional insights influenced by context and behavioral observation. The findings highlight both the strengths and limitations of web-based personality assessments in academic settings. The discrepancies between self-assessments and third-party evaluations underscore the subjective nature of personality interpretation and the potential for bias in either method. This study suggests that combining self-report tools with external evaluations can offer a more comprehensive perspective on individual personality traits. Furthermore, the research supports the growing relevance of digital assessment tools in psychological practice and underscores their practical application in educational institutions.