PERSONALITY PLUS AND ENNEAGRAM SUB-TYPES IN EDUCATION

Abstract

This study examines how the integration of the Classical Personality Plus temperament model and Enneagram subtypes can support more precise personality analysis and more balanced academic team formation in educational settings. The original draft was revised into a journal-ready structure by clarifying the research problem, correcting inconsistent terminology, separating the theoretical framework from the method, and strengthening the logic of the proposed decision-making model. The study adopts a mixed theoretical-empirical design. First, a panel of ten experts with more than ten years of experience in personality analysis, education, and academic management reviewed the compatibility between four Personality Plus temperaments--Sanguine, Choleric, Melancholic, and Phlegmatic--and selected Enneagram patterns. Second, the expert judgements were organized as criteria for candidate evaluation. Third, Fuzzy TOPSIS was proposed as a multi-criteria decision-making method to rank candidates according to their proximity to an ideal academic team profile. The revised model argues that Personality Plus provides an accessible temperament-level description, whereas Enneagram subtypes add motivational, behavioral, and self-regulation dimensions. Together, these frameworks can improve educational guidance, communication planning, recruitment decisions, and the design of collaborative academic units. The findings indicate that the combined model is especially useful when institutions need to balance leadership, creativity, analytical depth, stability, and interpersonal support. The article concludes that the integration of both models may contribute to personality-informed educational management, provided that ethical safeguards, transparent criteria, and validation with larger samples are applied.