The preschool period is characterised by intensive psychophysical and personal development of the child. To this end, the quality of the educational process needs to be high. Preschool teachers, who are directly involved in this process, can significantly contribute to the quality of time spent in kindergarten and to the educational process as well. However, their performance at work also depends on their personality traits. The thesis looks into teachers' personality and personality traits as some of the most important factors defining the quality of the kindergarten and its educational function. The empirical part of the thesis examines how much importance preschool teachers attribute to certain personality traits with respect to pedagogical work, how they identify their own traits, and whether their opinions about the importance of certain traits are similar to/different from their assessment of the visibility of their own personality traits. The research is based on the quantitative research method. The data was acquired through a questionnaire on personality traits of preschool teachers. The research among 181 preschool teachers indicates that they perceive kindness and responsibility as the most important personality traits contributing to good performance in this profession. As for their personal traits, they find that kindness and respect are most important. The results also pointed to statistically significant differences in 40 out of 45 personality traits between the assessment of the importance of different personality traits of preschool teachers and the assessment of the visibility of their own traits. The most interesting finding reveals that teachers feel that 88.9 % of their personality traits are not sufficiently visible to enable quality performance at work.
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