The ROLE OF TEACHER PERSONALITY COMPETENCE IN CREATING A POSITIVE AND CONDUCIVE CLASSROOM CLIMATE FOR LEARNING

Abstract

Teacher personality competency is a fundamental aspect of educator professionalism that significantly influences the success of the learning process. This study aims to examine in depth the contribution of teacher personality competency in creating a positive and conducive classroom climate for students. The study was conducted through a literature review method, analyzing several scientific articles and relevant research findings from the past ten years. The results indicate that teachers with good personality, encompassing the dimensions of discipline, responsibility, integrity, maturity, emotional intelligence, empathy, and interpersonal communication skills, are able to create a pleasant, psychologically safe, and conflict-free learning environment. Such classroom conditions encourage increased learning motivation, behavioral discipline, active participation, and student confidence in understanding and mastering subject matter.
Furthermore, it was found that personality competency does not operate in isolation but rather plays a synergistic role with pedagogical competency and classroom management skills. The combination of these three competencies contributes significantly to building harmonious educational interactions, implementing fair classroom rules, and creating an effective and student-oriented learning process. The results of the synthesis also confirm that the role of teacher personality competency is universal and a primary focus in teacher professional development. Thus, improving the quality of education relies not only on the quality of the curriculum and infrastructure, but also on the quality of the teacher's personality, which serves as a role model that influences the academic development and character of students.