The Role of Educational Administration in Utilizing Personality Traits and Learning Styles of Primary School Students

Abstract

Abstract:

Modern educational systems, moving beyond traditional approaches based on standardized uniformity, emphasize the necessity of paying attention to individual differences among learners, particularly in the sensitive stage of primary school, which represents the phase of shaping academic identity. Nevertheless, evidence indicates that the utilization of psychological data within the actual school environment often collides with bureaucratic barriers. Accordingly, this research was conducted with the aim of "clarifying the strategic role of educational administration in utilizing the personality traits and learning styles of primary school students."

In terms of purpose, this study is an applied-developmental research, and in terms of nature, it is a descriptive-analytical study with a qualitative approach, relying on the strategy of systematic literature review and documentary analysis. The study concludes that transitioning from traditional educational management to flexible instructional leadership serves as the cornerstone for fostering an environment responsive to students' psychological diversity. This requires structural support in budget allocation for diverse pedagogical resources, institutionalizing psycho-educational profiles, and shifting toward alternative, performance-based assessments.