hrvatski

Teacher Personality and Teaching Quality: An Analysis at the Facet Level

Teacher personality domains have been recognized as important factors for teacher effectiveness. However, empirical evidence on associations of lower levels of personality hierarchy with teaching effectiveness is still scarce. Thus, in the present study, we investigated the relationships between teacher self-reported personality at the facet level and student-reported three basic dimensions of teaching quality–cognitive activation, classroom management, and supportive climate. In a large-scale study, 1, 043 Croatian secondary-school teachers (81.8% female) gave self-reports on their personality, while 18, 673 (59.3% female) of their students rated the teaching quality. A multilevel analysis showed differentiated pattern of relationship between facets of the Big Five domains and dimensions of teaching quality (e.g., Compassion and Trust, but not Respectfulness, were positively related to supportive climate) indicating distinct importance of personality facets in explaining teacher performance. In addition, most of the established effects remained significant even after controlling for an acquiescent response style.

teachers ; personality facets ; teaching quality

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