A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout

The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine these qualities using a recognized framework and to summariz...

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Veröffentlicht in:Educational psychology review Jg. 31; H. 1; S. 163 - 195
Hauptverfasser: Kim, Lisa E., Jörg, Verena, Klassen, Robert M.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer 01.03.2019
Springer US
Springer Nature B.V
Schlagworte:
Academic Achievement
Burnout
Child and School Psychology
Classroom Observation Techniques
Correlation
Education
Educational Psychology
Instructional Program Divisions
Learning and Instruction
META-ANALYSIS
Methods
Observation
Personality
Personality Traits
Self Efficacy
Systematic review
Teacher Burnout
Teacher Characteristics
Teacher Effectiveness
Teacher Evaluation
Teachers
Teaching
United Kingdom
California
Teacher personality
Big Five
Job performance
Burnout
Teacher effectiveness
ISSN:1040-726X, 1573-336X
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Zusammenfassung:The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine these qualities using a recognized framework and to summarize the previous literature on this topic. We conducted a metaanalysis on the 25 studies (total N = 6294) reporting the relationships between teacher Big Five personality domains (openness, conscientiousness, extraversion, agreeableness, and emotional stability) and two teacher job-related outcomes (i.e., teacher effectiveness and burnout). Furthermore, the influence of three moderators was assessed, namely, the type of teacher effectiveness measure (i.e., evaluations of teaching, student performance self-efficacy, classroom observation, and academic achievement), source of personality report (i.e., self-report vs other-report), and the instructed educational level (i.e., elementary, secondary, and tertiary). Overall, teacher Big Five domains (except for agreeableness) were positively associated with teacher effectiveness, especially for evaluations of teaching. Furthermore, teacher emotional stability, extraversion, and conscientiousness were negatively associated with burnout. Other-reports of teacher personality were more strongly associated with outcomes than self-reports. There were no differences in the strength of the associations between the educational levels. The need for using common descriptors in teacher research as well as practical implications of the findings for teacher personality measurement is discussed.
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ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-018-9458-2