Kim, Lisa orcid.org/0000-0001-9724-2396, Jörg, Verena and Klassen, Robert Mark orcid.org/0000-0002-1127-5777 (2019) A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational psychology review. pp. 163-195. ISSN 1040-726X
Abstract
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 meta- analysis 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, class- room 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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2018 |
Keywords: | Big Five,Burnout,Job performance,Teacher effectiveness,Teacher personality |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 10 Jan 2019 09:20 |
Last Modified: | 22 Jan 2025 00:11 |
Published Version: | https://doi.org/10.1007/s10648-018-9458-2 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1007/s10648-018-9458-2 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:140876 |