The Influence Of Competence, Personality Traits, And Attitude On Teachers’ Effectiveness In Jeddah, Saudi Arabia

Abstract

This study investigates the influence of teachers’ competence, personality traits, and attitudes on their effectiveness in secondary schools in Jeddah, Saudi Arabia, within the framework of Vision 2030’s emphasis on human capital development. Using a quantitative, cross-sectional design and Structural Equation Modeling (PLS-SEM), data from 129 teachers were analyzed. The results show that competence is the strongest predictor of teacher effectiveness, followed by personality, while attitude does not exert a significant independent effect. Moderation analysis revealed that soft infrastructure—encompassing professional development, leadership support, and institutional resources—did not alter the influence of competence but significantly strengthened the effects of personality and attitude. These findings refine existing models of teacher effectiveness by emphasizing that intrinsic attributes are primary drivers, whereas contextual supports selectively enhance their impact. The study contributes to theory by integrating teacher attributes with contextual moderators in a Middle Eastern setting, and to practice by underscoring the need for policies that combine competence-building with infrastructure that enables teachers to leverage personality and motivation. The insights provide actionable recommendations for recruitment, training, and policy to advance teacher effectiveness in alignment with Saudi Arabia’s Vision 2030 goals.