British Journal of Library and Information Management (BJLIM)

Personality Factors and Utilization of Educational Media Resources’ by Secondary School Teachers in Ogun State, Nigeria.

Abstract

This study investigated personality factors and the utilisation of educational media resources by secondary school teachers in Ogun State, Nigeria. It sought to identify personality traits influencing media use, determine the type and frequency of media resources utilised, and establish the relationship between teachers’ personality factors and media utilisation. A descriptive correlational research design was adopted. The study population comprised 4,225 teachers and 265,332 students in public junior secondary schools. Using a multi-stage sampling technique, 1,170 teachers and 733 students were selected from 28 schools across eight Local Government Areas. Data were collected with a structured questionnaire and analysed using descriptive and inferential statistics. Findings revealed that teachers exhibited high levels of openness, conscientiousness, extraversion, and agreeableness, with low neuroticism, suggesting positive personality profiles. The study also found a high level of utilisation of educational media resources, particularly audio materials, realia, and computer-assisted tools, while visual and audio-visual media were less frequently used. A significant positive correlation (r = .598, p < .05) was found between teachers’ personality factors and the utilisation of educational media resources, implying that teachers with strong positive personality traits are more likely to effectively adopt and use educational media in their instructional practices. The study concluded that teachers’ personality characteristics play a critical role in their willingness and ability to integrate instructional media for effective teaching and learning. It recommended regular training to enhance teachers’ creativity and media-handling skills, improved access to instructional resources, and the inclusion of personality development courses in teacher education programmes to foster positive traits that support effective media utilisation.