Teacher extraversion, conscientiousness, emotional stability, and openness are each positively associated with teacher effectiveness, while agreeableness is not a significant correlate¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In a random-effects meta-analysis, extraversion (r = .17), conscientiousness (r = .13), emotional stability (r = .10), and openness (r = .10) were significant positive correlates of teacher effectiveness, whereas agreeableness was not (r = .03, p > .05). → Lisa E. Kim 2019

Evidence¶

Lisa E. Kim 2019¶

Lisa E. Kim, Verena Jörg & Robert M. Klassen. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational Psychology Review. https://doi.org/10.1007/s10648-018-9458-2

q3 · i1 · quant-synthesis · r2

Random-effects meta-analysis of 25 studies (total N = 6294) pooling Pearson r coefficients transformed via Fisher's z. The pooled correlations for the four significant domains are small, with extraversion largest at "r = .17, p < .05" and agreeableness non-significant at r = .03.

"For teacher effectiveness (k = 14 to 17), all Big Five domains, except for agreeableness, were significant correlates, with the greatest effect sizes for extraversion (r = .17, p < .05), conscientiousness (r = .13, p < .05), emotional stability (r = .10, p < .05), openness (r = .10, p < .05), and lastly agreeableness (r = .03, p > .05)."

Discussion¶

Learner Variables¶

• Personality Traits — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Of the Big Five personality traits, only conscientiousness (r = .22) and openness (r = .13) correlate appreciably with mathematics achievement — related
• Associations between teacher personality and effectiveness are strongest for evaluations of teaching and near zero for academic achievement and classroom observation — related
• Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports — related
• A prior meta-analysis found only a small teacher personality–effectiveness relationship (r = .08), attributed to treating personality as unidimensional and pooling effectiveness measures — related
• Teacher Big Five domains show their largest associations with burnout for emotional stability and conscientiousness, but none of the burnout effects are statistically significant — related
• Associations between teacher personality and effectiveness vary substantially across studies, justifying moderator analysis — related
• Most extracted associations are small: 219 of nearly 500 coefficients fall below a medium effect size, with conscientiousness–academic adjustment (.64) the largest — related
• Student-reported teacher conscientiousness is the strongest Big Five predictor of perceived teacher academic support in secondary mathematics and English classes — related