The Impact of Personality Development Training on Teachers: A Phenomenological Study
Kenjei Retherford
2025 Received: 18 August 2025; Revised: 02 October 2025; Accepted: 04 November 2025; Published: 01 December 2025
DOI: https://doi.org/10.65931/p1q9c3m7
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.
Keywords: emotional regulation, personality development, phenomenology, professional growth, teacher transformation, well-being
Author Information: Department of Education-Davao Oriental Division, Caraga, Philippines; [email protected]
Volume 1, Issue 1, December 2025