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

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? For academic and personal support, student-reports showed significantly stronger associations than contextualized teacher self-reports for all five personality domains and both subjects. → Kim 2018 q2 i? For PSE the source moderation held for English teachers (all five domains) but not mathematics teachers, and it did not hold for academic achievement. → 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 mean student-reports versus contextualized teacher self-reports with teacher-effectiveness measures in the 13-school Australian sample. Support for H2 was "clearly supported for the effectiveness measures of academic and personal support".

"Compared to contextualized teacher self-reports, student-reports showed significantly stronger associations with both academic support and personal support for all five personality domains and for both mathematics and English teachers (-3.43 ≤ z ≤ 6.20, p < .05)."

Kim 2018 (2)¶

q2 · i? · associational · r2

The same comparison extended to PSE and achievement: for mathematics the only significant PSE difference favored contextualized self-reports (openness, r = -.26 vs r = -.02), while for English all five domains favored student-reports; no source differences emerged for achievement.

"The results for PSE and academic achievement were less clear. There were differences in the results for PSE across subject areas, with H2 supported for English but not mathematics teachers."

Discussion¶

Common rater and multiple rater effects partly explain why student-reports of teacher personality correlate more strongly with outcomes — related
Contextualizing teacher self-report personality items with an at-school frame of reference yields little predictive benefit — related
Other-reports of teacher personality are more strongly associated with teacher outcomes than self-reports — possibly the same claim (merge candidate)

Page metadata

Field	Value
`type`	`claim`
`id`	`student-reports-beat-self-reports-teacher-personality`
`title`	`Student-reports of teacher personality predict subjective teacher-effectiveness measures more strongly than teacher self-reports`
`description`	`Student-reports of teacher personality predict subjective teacher-effectiveness measures more strongly than teacher self-reports`
`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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