The general sociability reference factor uniquely and positively predicts student-rated classroom management, student support, and teacher enthusiasm, while assertiveness and energy level add no unique prediction¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 In bifactor-(S-1) MSEM, the general sociability reference factor was positively related to classroom management (β = .167), student support (β = .123), and teacher enthusiasm (β = .099). → Burić 2023 q2 i? Above sociability, assertiveness and energy level failed to uniquely explain variance in teaching quality dimensions and teacher enthusiasm despite positive bivariate correlations. → Burić 2023

Evidence¶

Burić 2023¶

Burić, Irena, Butković, Ana and Kim, Lisa (2023) Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm. Learning and Instruction. 101827. https://doi.org/10.1016/j.learninstruc.2023.101827

q2 · i1 · associational · r2

Predictive bifactor-(S-1) MSEM on 1,067 teachers and 18,814 students from 73 Croatian secondary schools; the extraversion model showed the general sociability factor "positively related to student-ratings of classroom management" with the printed standardized coefficients. The article also reports assertiveness and energy level failed to uniquely explain the criteria.

"the general sociability reference factor was positively related to student-ratings of classroom management (β = .167, p < .001), student support (β = .123, p < .001), and teacher enthusiasm (β = .099, p < .01)."

Discussion¶

Related Claims¶

• The general compassion reference factor uniquely predicts only student support, while the trust facet incrementally predicts teacher enthusiasm — related
• Emotional volatility shows small marginally significant incremental positive associations with cognitive activation, classroom management, and teacher enthusiasm, and the general anxiety factor is weakly negatively associated with classroom management — related
• Open-mindedness facets show no significant unique associations with student-rated teaching quality or teacher enthusiasm in bifactor-(S-1) models — related
• The general organization reference factor is weakly negatively related to cognitive activation, student support, and teacher enthusiasm, but these associations become non-significant after controlling for covariates — related
• Bifactor-(S-1) models of teacher Big Five personality fit student and teacher data better than single-domain or three-facets models — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related
• Prior secondary-school evidence indicates stronger student–teacher alignment on observable facets such as classroom management (r = .64) than on more internal or interpretive aspects — related