engleski

Teacher personality and teacher efficacy: investigating the incremental value of personality facets

Teacher personality traits have been recognized as important factors for shaping teaching effectiveness. However, less is known about the role of personality in explaining teacher self-efficacy beliefs. Moreover, to provide more accurate predictions of relevant teacher outcomes and to better understand mechanisms underlying trait-outcome relationships, it is important to take a more fine-grained approach and to explore the incremental value of personality facets over global personality domains. Therefore, we collected data on Big Five personality dimensions (i.e., Extraversion, Agreeableness, Conscientiousness, Negative Emotionality, and Open-Mindedness) and efficacy beliefs (i.e., efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management) from 1069 Croatian high-school teachers. We tested the domain-incremental facet-acquiescence bifactor model (Danner et al., 2021), which allowed disentangling the domain-level variance, incremental facet-level variance, and item-specific variance, but also specifying the personality factors as orthogonal domains. The results showed that all Big Five domains were independently related to the analyzed efficacy dimensions. More specifically, higher levels of all Big Five dimensions, except the Negative Emotionality, were related to higher levels of teacher efficacy beliefs. Moreover, personality facets demonstrated unique and differentiated associations with teacher efficacy beliefs with the strongest effects regarding efficacy for student engagement and efficacy for classroom management. These findings suggest that specific personality facets have incremental predictive power over and above global personality domains in predicting relevant teacher outcomes such as their self-efficacy beliefs.

Big Five ; personality facets ; teacher efficacy ; incremental predictive value

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