A prior meta-analysis found only a small teacher personality–effectiveness relationship (r = .08), attributed to treating personality as unidimensional and pooling effectiveness measures¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2019 · 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? Klassen and Tze (2014) reported a small but significant pooled association (r = .08, p < .05) between unidimensional teacher personality and effectiveness, based on only 10 studies. → 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

q2 · i? · quant-synthesis · r?

The review reports this prior meta-analysis as background motivation, citing it as aggregating findings from only 10 studies with restricted search terms. The current authors argue averaging across domains and measures can mask domain-specific effects.

"Klassen and Tze ( 2014) also conducted a meta-analysis between teacher personality and teacher effectiveness and found a small but significant relationship ( r = .08, p < .05)."

Discussion¶

Learner Variables¶

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

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 Big Five domains show their largest associations with burnout for emotional stability and conscientiousness, but none of the burnout effects are statistically significant — related
Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports — related
Associations between teacher personality and effectiveness vary substantially across studies, justifying moderator analysis — related
The meta-analysis finds no major publication bias in the teacher personality–outcome associations — related

Page metadata

Field	Value
`type`	`claim`
`id`	`prior-teacher-personality-meta-analysis-small-effect`
`title`	`A prior meta-analysis found only a small teacher personality–effectiveness relationship (r = .08), attributed to treating personality as unidimensional and pooling effectiveness measures`
`description`	`A prior meta-analysis found only a small teacher personality–effectiveness relationship (r = .08), attributed to treating personality as unidimensional and pooling effectiveness measures`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2019`
`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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