Burić, Irena, Butkovic, Ana and Kim, Lisa orcid.org/0000-0001-9724-2396 (2023) Teacher personality domains and facets:Their unique associations with student-ratings of teaching quality and teacher enthusiasm. Learning and Instruction. 101827. ISSN 0959-4752
Abstract
Background Previous research on the relationship between teacher personality and teaching performance yielded mixed results and typically considered only the broad personality domains while neglecting the narrower personality facets that constitute the domains. Aim The aim of this study was to examine the incremental value of teacher Big Five personality facets in explaining student-ratings of teaching quality and teacher enthusiasm. Samples In total, 1067 teachers and 18,814 of their students from 73 secondary schools in Croatia participated in the study. Method Teachers self-reported their personality whereas students rated the teaching quality and displayed enthusiasm of their teachers. Each teacher was rated by one class of students. Results The bifactor-(S-1) multilevel structural equation models for each Big Five personality domain showed that both the general reference factor and the specific factors explained the variance in student-ratings of teaching quality and teacher enthusiasm. Conclusions A more fine-grained approach to examining the effects of teacher personality at different levels of hierarchy might be helpful for identifying specific parts of teacher personality with the greatest explanatory power in predicting teaching performance.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 Elsevier Ltd. This is an author-produced version of the published paper. Uploaded in accordance with the University’s Research Publications and Open Access policy. |
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: | 01 Sep 2023 07:50 |
Last Modified: | 07 Feb 2025 00:36 |
Published Version: | https://doi.org/10.1016/j.learninstruc.2023.101827 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.learninstruc.2023.101827 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:202902 |
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