A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout

Autor/inn/en	Kim, Lisa E.; Jörg, Verena; Klassen, Robert M.
Titel	A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
Quelle	In: Educational Psychology Review, 31 (2019) 1, S.163-195 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-018-9458-2
Schlagwörter	Teacher Characteristics; Personality Traits; Teacher Burnout; Teacher Effectiveness; Teacher Evaluation; Self Efficacy; Observation; Academic Achievement; Reports; Instructional Program Divisions; Correlation + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Self-efficacy; Selbstwirksamkeit; Beobachtung; Schulleistung; Abschlussbericht; Berichten; Korrelation
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, classroom 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01