Exploring the Role of Extroversion and Openness in Shaping the Link between Intellectual Humility and Religious Orientation: A Study among Teachers in Pakistan

Abstract

Background: Intellectual humility, defined as the recognition of one’s knowledge limitations and openness to learning, is essential for fostering inclusivity, particularly in education. Teachers’ religious orientation, shaped by their beliefs and attitudes towards religion, impacts their pedagogy and approach to inclusivity. Personality traits such as extroversion and openness to experience may further influence how intellectual humility interacts with religious orientation, especially in culturally rich contexts like Pakistan. Objective: This study aimed to examine the relationship between intellectual humility and religious orientation among teachers in Pakistan and assess whether personality traits—specifically extroversion and openness—moderate this relationship. Methodology: A cross-sectional quantitative design was applied, sampling 332 primary and elementary school teachers from Punjab, Pakistan, via convenience sampling. Key variables were measured using the Comprehensive Intellectual Humility Scale, Age Universal Religious Orientation Scale, and Big Five Inventory (assessing extroversion and openness). Data were analyzed using Pearson correlation and moderation analysis with the PROCESS Macro in SPSS. Results: Findings revealed a significant positive relationship between intellectual humility and religious orientation (r = .42, p < .01). Extroversion (β = 0.18, p < .01) and openness (β = 0.22, p < .01) moderated this relationship, with teachers high in both traits exhibiting the highest degree of inclusive religious orientation. Conclusion: The study demonstrates a positive association between intellectual humility and religious orientation, enhanced by high levels of extroversion and openness. These findings highlight the role of personality traits in fostering inclusive educational environments and underscore the need to integrate intellectual humility and personality development into teacher training to promote tolerance and respect for diversity.