Contextualizing teacher self-report personality items with an at-school frame of reference yields little predictive benefit¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Contextualized versus non-contextualized self-reports did not differ significantly in correlations with effectiveness measures for 38 of 40 analyses, and the two significant differences ran opposite to the hypothesis. → Kim 2018 q2 i? Contextualized and non-contextualized self-reports did not differ in correlation with mean student-reports for nine of ten analyses, so H1b was also not supported. → Kim 2018 (2)

Evidence¶

Kim 2018¶

Kim, Lisa, Dar-Nimrod, Ilan and MacCann, Carolyn (2018) Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but not Academic Achievement. Journal of Educational Psychology. pp. 309-323. https://doi.org/10.1037/edu0000217

q2 · i? · associational · r2

Steiger's z-tests comparing level-2 correlations of contextualized and non-contextualized teacher self-reports with all effectiveness measures (H1a). The two exceptions favored the non-contextualized form (English academic support for conscientiousness, z = -2.21; English PSE for agreeableness, z = -2.31); "Overall, H1a was not supported".

"Contrary to our hypothesis, differences between contextualized and non-contextualized self-reports were not significant for 38 of the 40 analyses."

Kim 2018 (2)¶

q2 · i? · associational · r2

Steiger's z-tests comparing the two self-report frames' correlations with mean student-reports of teacher personality (H1b). Only mathematics openness favored contextualization; the article concludes "little benefit of contextualizing self-reports".

"There were no significant differences in the strengths of the correlations for nine of the ten analyses. The exception was mathematics teachers' openness, where contextualized self-reports were more strongly related to mean student-reports than non-contextualized self-reports (z = 2.06, p < .05)."

Discussion¶

Student-reports of teacher personality predict subjective teacher-effectiveness measures more strongly than teacher self-reports — related

Page metadata

Field	Value
`type`	`claim`
`id`	`frame-of-reference-contextualization-little-benefit`
`title`	`Contextualizing teacher self-report personality items with an at-school frame of reference yields little predictive benefit`
`description`	`Contextualizing teacher self-report personality items with an at-school frame of reference yields little predictive benefit`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2018`
`generated`	by `process:wiki-ingest` on `2026-10-24`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `kim-2018`, `kim-2018-2`

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