Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3·i3large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly
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.
q3 i3 For every Big Five domain, the other-reported subgroup shows a larger pooled correlation with outcomes than the self-reported subgroup (e.g., extraversion: other-reported r = 0.37 vs self-reported r = 0.09). → 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 · i3 · quant-synthesis · r?
Source-of-report moderator analysis in Table 2 of the meta-analysis: for extraversion, other-reported personality pools k = 7 effect sizes at r = 0.37 (95% CI 0.19–0.53), versus a self-reported pooled r of 0.09 (95% CI 0.02–0.15). The same direction holds for all five domains.
"Other-reported 7 0.37 (0.19, 0.53) 32.32 0.00 81.43"
Discussion¶
Related Claims¶
- Associations between teacher personality and effectiveness are strongest for evaluations of teaching and near zero for academic achievement and classroom observation — related
- Teacher extraversion, conscientiousness, emotional stability, and openness are each positively associated with teacher effectiveness, while agreeableness is not a significant correlate — related
- Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does — 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
- Of the Big Five personality traits, only conscientiousness (r = .22) and openness (r = .13) correlate appreciably with mathematics achievement — related
- Student-reports of teacher personality predict subjective teacher-effectiveness measures more strongly than teacher self-reports — possibly the same claim (merge candidate)
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
other-report-personality-stronger-than-self-report |
title |
Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports |
description |
Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lisa-e-kim-2019 |
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