Associations between teacher personality and effectiveness are strongest for evaluations of teaching and near zero for academic achievement and classroom observation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Moderator analysis by effectiveness measure type shows the largest pooled correlations for evaluations of teaching (e.g., extraversion r = .32) and near-zero correlations for academic achievement and classroom observation. → 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 · i2 · quant-synthesis · r?

Moderator analysis reported in Table 2 of the random-effects meta-analysis: for extraversion, the evaluations-of-teaching subgroup pools k = 10 effect sizes at r = 0.32 (95% CI 0.10–0.50), with high heterogeneity (I² = 95.48%). Comparable AA and CO subgroups pool near-zero effects (e.g., extraversion AA r = 0.10, CO r = 0.01).

"EoT 10 0.32 (0.10, 0.50) 199.12 0.00 95.48"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports — related
• Teacher extraversion, conscientiousness, emotional stability, and openness are each positively associated with teacher effectiveness, while agreeableness is not a significant correlate — 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
• Associations between teacher personality and effectiveness vary substantially across studies, justifying moderator analysis — related
• Classroom observations revealed subtle but decisive teaching differences correlated with the difference in learning outcomes — related