Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but Not Academic Achievement

Autor/inn/en	Kim, Lisa E.; Dar-Nimrod, Ilan; MacCann, Carolyn
Titel	Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but Not Academic Achievement
Quelle	In: Journal of Educational Psychology, 110 (2018) 3, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000217
Schlagwörter	Teacher Characteristics; Personality Traits; Teacher Effectiveness; Secondary School Teachers; Predictor Variables; Secondary School Students; Self Efficacy; Academic Achievement; Foreign Countries; Hypothesis Testing; Personality Measures; Student Attitudes; Statistical Analysis; Correlation; Australia + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Prädiktor; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Schulleistung; Ausland; Hypothesenprüfung; Hypothesentest; Schülerverhalten; Statistische Analyse; Korrelation; Australien
Abstract	Students' educational outcomes are predicted by their noncognitive characteristics, including Big Five personality domains. Although theories of teaching and learning suggest that teacher noncognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality domains of teachers are associated with teacher effectiveness. Furthermore, we test two potential moderators of these relationships: (1) source of teacher personality report (student reports may show stronger effects than teacher self-reports) and (2) frame of reference (contextualized "at school" personality items for teacher self-reports may show stronger effects than noncontextualized standard personality items). Multilevel regressions were conducted on the data collected from secondary school students (N = 2,082) and their mathematics and English teachers (N = 75). We statistically controlled for student and teacher gender, student previous academic achievement, and student personality. Teacher personality predicted the subjective measures of teacher effectiveness--the strongest predictors were conscientiousness for teacher academic support, agreeableness for teacher personal support, and neuroticism for student performance self-efficacy. Teacher personality did not predict the objective measure (student academic achievement). These effects were moderated by source of personality report but not by frame of reference. The possibility of including personality as part of the initial teacher trainee selection procedure in the future is briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01