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Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 1 no. 1 (2025)

The Impact of Personality Development Training on Teachers: A Phenomenological Study

Kenjei Retherford

Discipline: Teacher Training

 

Abstract:

This study explores how teachers experience and internalize personality development training, viewing it not as surface-level self-improvement but as a process of personal transformation, professional renewal, and emotional recalibration. Using Colaizzi’s descriptive phenomenological method, semi-structured interviews were conducted with twelve public school teachers from selected secondary schools in Davao City between June and November 2024, supported by reflective journals and member checking. Analysis revealed personality development as a holistic process shaped by heightened self-awareness, improved emotional regulation, renewed professional confidence, strengthened interpersonal relationships, and sustained motivation for continuous growth, all negotiated amid institutional pressures, workload demands, and limited support. Findings suggest that transformation is sustained not merely by external training content but through internal meaning-making, reflective practice, and a rekindled sense of purpose. The study offers a humanistic account of teacher growth and recommends institutionalized personality development programs, mentoring systems, and reflective spaces that nurture both personal and professional dimensions of teaching.



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