By the same authors

From the same journal

A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout

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A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. / Kim, Lisa; Jörg, Verena; Klassen, Robert Mark.

In: Educational psychology review, Vol. 31, No. 1, 15.03.2019, p. 163-195.

Research output: Contribution to journal › Article

Harvard

Kim, L, Jörg, V & Klassen, RM 2019, 'A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout', Educational psychology review, vol. 31, no. 1, pp. 163-195. https://doi.org/10.1007/s10648-018-9458-2

APA

Kim, L., Jörg, V., & Klassen, R. M. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational psychology review, 31(1), 163-195. https://doi.org/10.1007/s10648-018-9458-2

Vancouver

Kim L, Jörg V, Klassen RM. A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational psychology review. 2019 Mar 15;31(1):163-195. https://doi.org/10.1007/s10648-018-9458-2

Author

Kim, Lisa ; Jörg, Verena ; Klassen, Robert Mark. / A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. In: Educational psychology review. 2019 ; Vol. 31, No. 1. pp. 163-195.

Bibtex - Download

@article{3fa30481b3d34778869d3e0fd16f867b,
title = "A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout",
abstract = "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. We 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, class- room 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.",
keywords = "Big Five, Burnout, Job performance, Teacher effectiveness, Teacher personality",
author = "Lisa Kim and Verena J{\"o}rg and Klassen, {Robert Mark}",
note = "{\textcopyright} The Author(s) 2018",
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month = mar,
day = "15",
doi = "10.1007/s10648-018-9458-2",
language = "English",
volume = "31",
pages = "163--195",
journal = "Educational psychology review",
issn = "1040-726X",
publisher = "Springer New York",
number = "1",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout

AU - Kim, Lisa

AU - Jörg, Verena

AU - Klassen, Robert Mark

N1 - © The Author(s) 2018

PY - 2019/3/15

Y1 - 2019/3/15

N2 - 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. We 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, class- room 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.

AB - 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. We 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, class- room 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.

KW - Big Five

KW - Burnout

KW - Job performance

KW - Teacher effectiveness

KW - Teacher personality

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U2 - 10.1007/s10648-018-9458-2

DO - 10.1007/s10648-018-9458-2

M3 - Article

VL - 31

SP - 163

EP - 195

JO - Educational psychology review

JF - Educational psychology review

SN - 1040-726X

IS - 1

ER -

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