2008), which is underpinned by the lexical hypothesis. However, the Big Five is the dominant personality framework (John et al. 1998), and 16 personality factors (Cattell et al. Examples of personality frameworks include the HEXACO (Ashton and Lee 2007), Myers-Briggs Type Indicator (Myers et al. To understand the construct of personality, researchers have proposed numerous personality frameworks which have varying levels of evidence of reliability and validity. Personality describes the unique psychological qualities that influence individuals’ behaviors, thoughts, and feelings across situations and times (Roberts and DelVecchio 2000 Roberts and Jackson 2008). In this light, the current study aims to examine the extent to which each of the Big Five personality domains is associated with measures of teacher effectiveness and burnout. However, two questions still remain among practitioners, policymakers, and researchers: what are the personal characteristics of effective teachers and what are the personal characteristics of teachers with low burnout tendencies? More specifically, what are the relationships between teacher personality and the job-related outcomes of teacher effectiveness and burnout? No previous study has examined the meta-analytic association between teacher personality using a Big Five framework and teacher effectiveness and burnout. 2016), Australia (Buchanan et al., 2013), and the UK (White et al. Additionally, it is important to retain teachers given that there is a shortage of teachers in many countries, such as the USA (Sutcher et al.
#Empirical findings drivers#
Teachers are important drivers of student success in the immediate term, such as academic success (Hattie 2009), as well as in the future, such as college attendance and labor market earnings (Chetty et al. Furthermore, an additional 68.8 million teachers will need to be recruited by 2030 to provide every child with elementary and secondary education (UNESCO Institute for Statistics 2016). According to the World Bank EdStats ( 2017), there are 84.23 million teachers in the world across educational levels: pre-primary (9.36 million), elementary (30.27 million), secondary (32.12 million), and tertiary (12.49 million). Teachers are prominent figures in the educational system both statistically and in their potential for influencing educational outcomes. The need for using common descriptors in teacher research as well as practical implications of the findings for teacher personality measurement is discussed. There were no differences in the strength of the associations between the educational levels. Other-reports of teacher personality were more strongly associated with outcomes than self-reports. Furthermore, teacher emotional stability, extraversion, and conscientiousness were negatively associated with burnout. Overall, teacher Big Five domains (except for agreeableness) were positively associated with teacher effectiveness, especially for evaluations of teaching. 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). 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). Thus, it is necessary to examine these qualities using a recognized framework and to summarize the previous literature on this topic. However, there is no guiding framework about which qualities are important for teachers. The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades.
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