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Teacher effectiveness is a matter of the degree to which a teacher achieves the desired effects upon students. Teacher effectiveness is defined as, the extent to which the teacher possesses the requisite knowledge and skills, and teacher performance as the way a teacher behaves in the process of teaching (Dunkin, 1997). It is considered as the teacher’s effect on the students as the level of learning been done by teachers and students learn and the period to reach as the level understood by the students from the teacher. Objectives: the present study was conducted to investigate the relationship between personality and teacher effectiveness of High School Teachers in Gulbarga. Method: purposive sampling method was used to select samples from 58 high school teachers of Government Schools in Gulbarga Corporation and survey method was used to collect data by administering NEO-Five Factor Inventory (McCrae and Costa, 1936) and Teacher Effectiveness Scale (Kulsum, 2000) with personal data sheet and the data were analyzed using correlation, t-test and ANOVA methods. Result: the findings revealed that there is a significant relationship between extraversion personality trait and teacher effectiveness(r=0.28; p<0.05), especially with dimension knowledge of subject matter of teacher effectiveness(r=0.29; p<0.05) and teacher character dimension(r=0.34; p<0.01) as well as agreeableness personality trait and interpersonal relationship dimension (r=0.27; p<0.05), whereas it was found that there was no significant relationship between teacher effectiveness and personality traits of openness to experience(r=0.05), neuroticism(r=-0.22) and conscientiousness(r=0.18). Experienced teachers are significantly higher in teacher effectiveness than less experienced teachers (F=3.66; p<0.05).