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

Kim, Lisa orcid.org/0000-0001-9724-2396, Dar-Nimrod, Ilan and MacCann, Carolyn (2018) 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

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Copyright, Publisher and Additional Information: © 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.
Keywords: Big five,Performance self-efficacy,Teacher noncognitive characteristics,Teacher personality,Teacher support,Education,Developmental and Educational Psychology
Dates:
  • Published: 1 April 2018
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: 13 Nov 2019 14:02
Published Version: https://doi.org/10.1037/edu0000217
Status: Published
Refereed: Yes
Identification Number: https://doi.org/10.1037/edu0000217
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Description: Kim et al., 2018

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