The
question of what makes a good teacher has been asked by practitioners,
policymakers, and researchers for decades. However, there is no guiding
framework about which qualities are important for teachers. Thus, it is
necessary to examine these qualities using a recognized framework and to
summarize the previous literature on this topic.
The authors of this study conducted a
meta-analysis on the 25 studies (total N = 6294)
reporting the relationships between teacher Big Five personality
domains (openness, conscientiousness, extraversion, agreeableness, and
emotional stability) and two teacher job-related outcomes (i.e., teacher
effectiveness and burnout). Furthermore, the influence of three
moderators was assessed, namely, the type of teacher effectiveness
measure (i.e., evaluations of teaching, student performance
self-efficacy, classroom observation, and academic achievement), source
of personality report (i.e., self-report vs other-report), and the
instructed educational level (i.e., elementary, secondary, and
tertiary).
Overall, teacher Big Five domains (except for agreeableness)
were positively associated with teacher effectiveness, especially for
evaluations of teaching. Furthermore, teacher emotional stability,
extraversion, and conscientiousness were negatively associated with
burnout. Other-reports of teacher personality were more strongly
associated with outcomes than self-reports. There were no differences in
the strength of the associations between the educational levels.
The
need for using common descriptors in teacher research as well as
practical implications of the findings for teacher personality
measurement is discussed.
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