There are many popular sayings and proverbs to the effect that people do not change. This stands in contrast to definite age stereotypes held over the centuries by the intellectuals and writers as well as by the general public. This paradox is partly carried over into scientific discussion on stability and change in the process of life- span development. As we will try to show, the answer to the question of change depends on what you look for and how you evaluate what you find. The central question to be answered is what changed or not changed the personality particularly during the second half of life, has been in disarray. One reason for this lies in the state of personality research and theory which suggests much uncertainty and confusion. In response to the frustrating atomistic research characteristic of the second half of the century, a revival of interest in idiographic psychodynamic approaches can be noted. Personality may be viewed as the dynamic organization of those traits and characteristics patterns of behavior that are unique to individual. Academic staff personality is straightforwardly and indirectly related to learning and teaching in the affective domain as well as to that in cognitive and psychomotor domains. Personality aids teaching, for communication takes place between teacher and the learner- even in the absence of the spoken word. Research on academic staff personality is based on the assumption that the teacher as a person is a momentous variable in teaching - learning process. This study is exploring the difference between the personality factors and coping strategies adopted by government academic staff and private academic staff which shows slight difference in provided facilities due to which performance difference is also observed. This study has tried to elaborate the difference between the personality factors and coping strategies adopted by government academic staff and private academic staff.

Keywords : Personality, Government, Private, Teacher, Academic.