Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement

Kim, Lisa, Dar-Nimrod, Ilan and MacCann, Carolyn (2017) Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology. pp. 309-323. ISSN 0022-0663

Metadata

Authors/Creators:
  • Kim, Lisa (lisa.kim@york.ac.uk)
  • Dar-Nimrod, Ilan
  • MacCann, Carolyn
Copyright, Publisher and Additional Information: © 2017 American Psychological Association.© 2017 American Psychological Association. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.
Dates:
  • Published: 27 November 2017
Institution: The University of York
Academic Units: The University of York > Faculty of Social Sciences (York) > Education (York)
Depositing User: Pure (York)
Date Deposited: 08 Jan 2018 16:10
Last Modified: 18 May 2019 23:31
Published Version: https://doi.org/10.1037/edu0000217
Status: Published
Refereed: Yes
Identification Number: https://doi.org/10.1037/edu0000217

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Filename: Kim_et_al._2017.pdf

Description: Kim et al., 2017

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