Student-reported teacher conscientiousness is the strongest Big Five predictor of perceived teacher academic support in secondary mathematics and English classes¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Mean student-reports of teacher conscientiousness were the strongest level-2 predictor of academic support for both mathematics (β = .74) and English (β = .67) teachers. → Kim 2018
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
Multilevel regressions on ratings from 2,082 students of their mathematics and English teachers, controlling for student gender, student personality and previous achievement at level 1 and teacher gender at level 2. Teacher-level variables predicted 90% and 79% of level-2 variance in mathematics and English academic support, with conscientiousness the strongest predictor ("β = .74 and .67, respectively").
"At level 2, mean student-reports of teacher conscientiousness was the strongest predictor of academic support (β = .74 and .67, respectively) and agreeableness was the strongest predictor of personal support (β = .84 and .68, respectively), again in line with H4a and H4b."
Discussion¶
Related Claims¶
- Student-reported teacher neuroticism negatively predicts student performance self-efficacy, with effects that differ across mathematics and English — related
- Teacher extraversion, conscientiousness, emotional stability, and openness are each positively associated with teacher effectiveness, while agreeableness is not a significant correlate — related
- Teacher personality does not predict student academic achievement when previous achievement is controlled — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-conscientiousness-predicts-academic-support |
title |
Student-reported teacher conscientiousness is the strongest Big Five predictor of perceived teacher academic support in secondary mathematics and English classes |
description |
Student-reported teacher conscientiousness is the strongest Big Five predictor of perceived teacher academic support in secondary mathematics and English classes |
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 |
1 — kim-2018 |
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