This is an author produced version of Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/126004/
نویسندگان
چکیده
Students’ educational outcomes are predicted by their non-cognitive characteristics, including Big Five personality domains. While theories of teaching and learning suggest that teacher non-cognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality domains of teachers are associated with teacher effectiveness. Furthermore, we test two potential moderators of these relationships: (a) source of teacher personality report (student-reports may show stronger effects than teacher self-reports), and (b) frame of reference (contextualized “at school” personality items for teacher self-reports may show stronger effects than non-contextualized standard personality items). Multilevel regressions were conducted on the data collected from secondary school students (N = 2,082) and their mathematics and English teachers (N = 75). We statistically controlled for student and teacher gender, student previous academic achievement, and student personality. Teacher personality predicted the subjective measures of teacher effectiveness—the strongest predictors were conscientiousness for teacher academic support, agreeableness for teacher personal support, and neuroticism for student performance self-efficacy. Teacher personality did not predict the objective measure (student academic achievement). These effects were moderated by source of personality report but not by frame of reference. The possibility of including personality as part of the initial teacher trainee selection procedure in the future is briefly discussed.
منابع مشابه
رابطه علّی ادراک حمایت عاطفی معلم با عملکرد زبان انگلیسی با میانجیگری احساس تعلق، لذت، نااُمیدی، خودکارآمدی و تلاش تحصیلی
Introduction: The purpose of the present research was the study of the causal relationship between teacher affective supports with performance in English using the mediation of sense of belonging, academic enjoy, academic Hopelessness, academic self-efficacy, and academic effort among first grade of high school students in Ahwaz. Methods: The participants were 180 male students of first grad...
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