Linking personality traits and organizational culture preferences among Malaysian primary school educators in Perak

Abstract

This study investigates the relationship between personality traits and organizational culture preferences among Malaysian primary school educators by integrating the Enneagram Personality Traits (EPT) and Wallach’s Organizational Culture Index within a quantitative framework. Although teacher personality influences instructional behavior, collaboration, and organizational engagement, existing research in Malaysia rarely explores how specific personality profiles align with preferred school cultures, which is an important gap given the Malaysia Education Blueprint’s emphasis on strengthening teacher professionalism and school climate. Employing a cross-sectional correlational research design, data were collected from 300 primary school educators across three Malaysian states using stratified random sampling. The EPT measured nine personality types, while Wallach’s Index assessed three organizational culture dimensions: Bureaucratic, Innovative, and Supportive. Descriptive statistics, Pearson’s correlation, and multiple regression were performed using SPSS version 27 to analyze the data. The results revealed three distinct personality–culture alignment patterns. Educators with Type 1 (Perfectionist), Type 5 (Investigator), and Type 6 (Loyalist) demonstrated a stronger preference for Bureaucratic cultures, highlighting their reliance on structured policies and procedural clarity. Educators with Type 3 (Achiever), Type 4 (Individualist), Type 7 (Enthusiast), and Type 8 (Challenger) preferred Innovative cultures, indicating an openness toward creativity, adaptability, and digital integration. Meanwhile, educators with Type 2 (Helper), Type 6 (Loyalist), and Type 9 (Peacemaker) were most aligned with Supportive cultures, emphasizing collaboration, collegiality, and interpersonal trust. Although limited by its cross-sectional design and regional sampling, the study offers practical implications for leadership decisions, advances theoretical understanding of person–organization fit in educational settings, and provides practical insights for developing adaptive leadership strategies, personalized professional development pathways, and balanced cultural ecosystems. The study also highlights the importance of fostering personality-aware organizational practices to enhance teacher engagement, instructional quality, and school-wide effectiveness.