Influence of personality types on the use of digital tools in the educational environment.
DOI:
https://doi.org/10.32645/13906984.1439Keywords:
Teacher personality, technology adoption, digital competenceAbstract
Research among teachers from three secondary schools in the city of Quito, Ecuador, found that different personality types are determining factors in the use of digital tools for educational tasks. Using an intentional sample, the approach to the investigative process was mixed with a descriptive-correlational design. Personality types were described using the Big Five Model Test. The preference for the use of digital tools was established through a survey validated through a pilot test and professional review. Once socialization and awareness of the instruments were carried out, these were applied, always respecting all ethical principles. Data analysis was performed using SPSS. The results showed a significant relationship between certain identified personality traits and the use of digital tools. A total of 28% of teachers showed high openness to experience, followed by conscientiousness (26%), agreeableness (20%), extraversion (16%), and neuroticism (10%). This distribution reveals that the majority are inclined towards innovation and organization. Teachers with high openness prefer innovative tools, those in charge opt for structured ones, and the most neurotic show less willingness to incorporate new technologies. Taken together, these findings suggest that personality traits influence teachers’ selection and adoption of digital tools in their educational practice.
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