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

Educational Psychology Review

Volumn 31, Issue 1, 2019, Pages 163-195

  Kim, Lisa E ^a   Jörg, Verena ^b   Klassen, Robert M ^a  

^a UNIVERSITY OF YORK   (United Kingdom)

^b JOHANNES GUTENBERG UNIVERSITY   (Germany)

Author keywords

Big Five; Burnout; Job performance; Teacher effectiveness; Teacher personality

Indexed keywords

EID: 85059564191     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-018-9458-2     Document Type: Article

References (176)

1. *Acaray, A., & Yildirim, S. (2017). The impact of personality traits on organizational cynicism in the education sector. World Journal of Entrepreneurship, Management and Sustainable Development, 13, 65–76.
2. Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: A meta-analysis. Work & Stress, 23, 244–263.
3. Allport, G. W., & Odbert, H. S. (1936). Trait-names: A psycho-lexical study. Psychological Monographs, 47, 1–171.
4. Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44.
5. American Educational Research Association. (2015). AERA statement on use of value-added models (VAM) for the evaluation of educators and educator preparation programs. Educational Researcher, 44, 448–452.
6. Ashton, M. C., & Lee, K. (2007). Empirical, theoretical, and practical advantages of the HEXACO model of personality structure. Personality and Social Psychology Review, 11, 150–166.
7. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
8. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
9. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206–1222.
10. Barr, A. S. (1939). The systematic study of teaching and teaching efficiency. Journal of Educational Research, 32, 641–648.
11. Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1–26.
12. Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9, 9–30.
13. Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21, 715–730.
14. Bowling, N. A., Beehr, T. A., Johnson, A. L., Semmer, N. K., Hendricks, E. A., & Webster, H. A. (2004). Explaining potential antecedents of workplace social support: Reciprocity or attractiveness? Journal of Occupational Health Psychology, 9, 339–350.
15. Brown, C. G. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational and Child Psychology, 29, 47–63.
16. Byrne, B. M. (1991). The Maslach Burnout Inventory: Validating factorial structure and invariance across intermediate, secondary, and university educators. Multivariate Behavioral Research, 26, 583–605.
17. Byrne, B. M. (1993). The Maslach Burnout Inventory: Testing for factorial validity and invariance across elementary, intermediate and secondary teachers. Journal of Occupational and Organizational Psychology, 66, 197–212.
18. Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J.(2013) Teacher Retention and Attrition: Views of Early Career Teachers. Australian Journal of Teacher Education 38,
19. Cameron, A. P. (1996). Manchester personality questionnaire: Technical and user manual (2nd ed.). Amherst: HRD Press.
20. Cattell, R. B. (1943). The description of personality: Basic traits resolved into clusters. Journal of Abnormal and Social Psychology, 38, 476–506.
21. Cattell, R. B., Eber, H. W., & Tatsuoka, M. M. (1970). Handbook for the sixteen personality factor questionnaire (16 PF). Champaign, IL: Institute for Personality and Ability Testing.
22. *Chan, S. (2003). Influence of instructors’ and students’ personalities on student ratings of teaching effectiveness (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1418157).
23. Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218.
24. Chemers, M. M., Hu, L.-T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 55–64.
25. Cheng, Y. C., & Tsui, K. T. (1999). Multimodels of teacher effectiveness: Implications for research. Journal of Educational Research, 92, 141–150.
26. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood. National Bureau of Economic Research Working Paper 17699.
27. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104, 2633–2679.
28. Christal, R. E. (1994). Non-cognitive research involving systems of testing and learning. Brooks Air Force Base, TX: Armstrong Laboratory.
29. Clayson, D. E. (2009). Student evaluations of teaching: Are they related to what students learn?: A meta-analysis and review of the literature. Journal of Marketing Education, 31, 16–30.
30. *Chu, C.-L. (2003). A study of the relationship between personality traits and teaching effectiveness of teachers in reward and non-reward kindergarten in Taiwan (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3103355).
31. *Colomeischi, A. A. (2015). Teachers burnout in relation with their emotional intelligence and personality traits. Procedia-Social and Behavioral Sciences, 180, 1067–1073.
32. Connelly, B. S., & Ones, D. S. (2010). An other perspective on personality: Meta-analytic integration of observers’ accuracy and predictive validity. Psychological Bulletin, 136, 1092–1122.
33. Connor-Smith, J. K., & Flachsbart, C. (2007). Relations between personality and coping: A meta-analysis. Journal of Personality and Social Psychology, 93, 1080–1107.
34. *Cooper, J. G., & Bemis, K. A. (1967). Final report for teacher personality, teacher behavior, and their effects upon pupil achievement. University of New Mexico, College of Education.
35. Costa, P. T., Jr., & McCrae, R. R. (1976). Age differences in personality structure: A cluster analytic approach. Journal of Gerontology, 31, 564–570.
36. Costa, P. T., & McCrae, R. R. (1978). Objective personality assessment. In M. Storandt, I. C. Siegler, & M. F. Elias (Eds.), The clinical psychology of aging (pp. 119–143). Boston, MA: Springer US.
37. Costa, P. T., & McCrae, R. R. (1985). NEO personality inventory professional manual. Odessa, FL: Psychological Assessment Resources, Inc.
38. Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.
39. *Cutchin, G. C. (1998). Relationships between the Big Five personality factors and performance criteria for in-service high-school teachers (Doctoral dissertation). Purdue University.
40. Danielson, C. (2013). The framework for teaching evaluation instrument: Instructionally focused edition. Retrieved from https://www.danielsongroup.org/resource-item/the-framework-for-teaching-evaluation-instrument/
41. David, J. P., & Suls, J. (1999). Coping efforts in daily life: Role of big five traits and problem appraisals. Journal of Personality, 67, 265–294.
42. DeNisi, A. S., & Kluger, A. N. (2000). Feedback effectiveness: Can 360-degree appraisals be improved? Academy of Management Perspectives, 14, 129–139.
43. DeYoung, C. G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domains: 10 aspects of the Big Five. Journal of Personality and Social Psychology, 93, 880–896.
44. Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417–440.
45. Dodge, A. F. (1943). What are the personality traits of the successful teacher? Journal of Applied Psychology, 27, 325–337.
46. Doyle, W. (1977). Paradigms for research on teacher effectiveness. Review of Research in Education, 5, 163–198.
47. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.
48. Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315, 629–634.
49. *Emmerich, W., Rock, D. A., & Trapani, C. S. (2006). Personality in relation to occupational outcomes among established teachers. Journal of Research in Personality, 40, 501–528.
50. Eysenck, H. J., & Eysenck, S. B. G. (1975). Manual of the Eysenck personality questionnaire. San Diego, CA: Educational and Industrial Testing Service.
51. Ferguson, R. F. (2010). Student perceptions of teaching effectiveness. (Discussion brief from the National Center for Teacher Effectiveness and the Achievement Gap Initiative). Boston, MA: Harvard University.
52. Fielden, C., Kim, L. E., & MacCann, C. (2015). Extraversion. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (Second Edition) (pp. 623–627). Oxford: Elsevier.
53. Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110, 628–639.
54. Garcia, P. L. S., Kupczynski, L., & Holland, G. (2011). The impact of teacher personality styles on academic excellence of secondary students. National Forum of Teacher Education Journal, 21, 1–8.
55. Giluk, T. L., & Postlethwaite, B. E. (2015). Big Five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59–67.
56. Glazerman, S., Loeb, S., Goldhaber, D. D., Raudenbush, S., & Whitehurst, G. J. (2010). Evaluating teachers: The important role of value-added on Teacher Quality (Vol. 201). Brown Center on Education Policy Task Group. Retrieved from http://www.leg.state.vt.us/WorkGroups/EdOp/Brookings%20Value%20ADDED1117_evaluating_teachers.pdf
57. Göncz, L. (2017). Teacher personality: A review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4, 75–95.
58. Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED521228
59. Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. In I. Mervielde, I. J. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality psychology in Europe (Vol. 7, pp. 7–28). Tilburg: The Netherlands: Tilburg University Press.
60. Gordon, R., Kane, T. J., & Staiger, D. O. (2006). Identifying effective teachers using performance on the job (No. White Paper 2006-01). Hamilton Proj., Washington, DC. Retrieved from https://www.dartmouth.edu/~dstaiger/Papers/200604hamilton_1.pdf
61. Gosling, S. D., Rentfrow, P. J., & Swann, W. B., Jr. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37, 504–528.
62. Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61–99.
63. Hatfield, E., Cacioppo, J., & Rapson, R. L. (1994). Emotional contagion. NY: Cambridge University Press.
64. Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge.
65. Hendriks, A. a. J., Hofstee, W. K. B., & Raad, B. D. (1999). The five-factor personality inventory (FFPI). Personality and Individual Differences, 27, 307–325.
66. Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466, 29–29.
67. Iancu, A. E., Rusu, A., Măroiu, C., Păcurar, R., & Maricuțoiu, L. P. (2018). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational Psychology Review, 30, 373–396.
68. *Isaacson, R. L., McKeachie, W. J., & Milholland, J. E. (1963). Correlation of teacher personality variables and student ratings. Journal of Educational Psychology, 54, 110–117, 2.
69. *Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39, 119–138.
70. *Job, A. P. (2004). The relationship between personality, occupation and student evaluations of teaching effectiveness of adjunct faculty (Doctoral dissertation). Portland State University.
71. John, O. P., Donahue, E. M., & Kentle, R. L. (1991). The big five inventory—Versions 4a and 54. Berkeley, CA: University of California, Berkeley, Institute of Personality and Social Research.
72. John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big five trait taxonomy. Handbook of Personality: Theory and Research, 3, 114–158.
73. Jones, J. (1989). Students’ ratings of teacher personality and teaching competence. Higher Education, 18(5), 551–558.
74. *Jones, N. M. (2014). The role of personality and professional learning community quality in predicting teacher effectiveness (Doctoral dissertation). George Mason University. Retrieved from http://mars.gmu.edu/handle/1920/9170
75. Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of personality and job satisfaction: A meta-analysis. Journal of Applied Psychology, 87, 530–541.
76. Judge, T. A., Rodell, J. B., Klinger, R. L., Simon, L. S., & Crawford, E. R. (2013). Hierarchical representations of the five-factor model of personality in predicting job performance: Integrating three organizing frameworks with two theoretical perspectives. Journal of Applied Psychology, 98, 875–925.
77. Kane, T., Kerr, K., & Pianta, R. (2014). Designing teacher evaluation systems: New guidance from the measures of effective teaching project. San Francisco, CA: Jossey-Bass.
78. Kennedy, M. M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90, 59–63.
79. *Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110, 309–323, 3.
80. Kim, L. E., & MacCann, C. (2016). What is students’ ideal university instructor personality? An investigation of absolute and relative personality preferences. Personality and Individual Differences, 102, 190–203.
81. *Kim, L. E., & MacCann, C. (2018). Instructor personality matters for student evaluations: Evidence from two subject areas at university. British Journal of Educational Psychology, 88, 584–605, 4.
82. Klassen, R. M., Durksen, T., Kim, L., Patterson, F., Rowett, E., Warwick, J., et al. (2017). Developing a proof-of-concept selection test for entry into primary teacher education programs. International Journal of Assessment Tools in Education, 4, 96–114.
83. Klassen, R. M., Durksen, T. L., Al Hashmi, W., Kim, L. E., Longden, K., Metsäpelto, R.-L., et al. (2018). National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries. Teaching and Teacher Education, 72, 64–74.
84. Klassen, R. M., & Tze, V. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76.
85. *Klis, M. J. (1997). The relation of empathy to some dimensions of teachers personality across their professional life. Polish Psychological Bulletin, 28, 71–82.
86. *Kokkinos, C. M. (2006). Factor structure and psychometric properties of the Maslach Burnout Inventory-Educators Survey among elementary and secondary school teachers in Cyprus. Stress and Health, 22, 25–33, 1.
87. Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243.
88. Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19, 47–52.
89. Krammer, G., Sommer, M., & Arendasy, M. E. (2017). The psychometric costs of applicants’ faking: Examining measurement invariance and retest correlations across response conditions. Journal of Personality Assessment, 99, 510–523.
90. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35.
91. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis (Vol. 49). Thousand Oaks, CA: SAGE Publications, Inc.
92. Marsh, H. W. (1984). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 76, 707–754.
93. Martincin, K. M., & Stead, G. B. (2015). Five-factor model and difficulties in career decision making: A meta-analysis. Journal of Career Assessment, 23, 3–19.
94. Maslach, C., Jackson, S., & Leiter, M. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologist Press.
95. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
96. McCrae, R. R., & Costa, P. T. (1982). Self-concept and the stability of personality: Cross-sectional comparisons of self-reports and ratings. Journal of Personality and Social Psychology, 43, 1282–1292.
97. McCrae, R. R., & Costa, P. T. (2010). NEO Inventories for the NEO Personality Inventory-3 (NEO-PI-3), NEO Five-Factor Inventory-3 (NEO-FFI-3), NEO Personality Inventory-Revised (NEO PI-R): Professional Manual. Lutz, FL: Psychological Assessment Resources.
98. McCrae, R. R., & Costa, P. T., Jr. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81–90.
99. McFarland, L. A., & Ryan, A. M. (2000). Variance in faking across noncognitive measures. Journal of Applied Psychology, 85, 812–821.
100. Megargee, E. I. (1972). California Personality Inventory Handbook. Palo Alto, CA: Consulting Psychological Press.
101. Mehrabian, A., & Epstein, N. (1972). A measure of emotional empathy. Journal of Personality, 40, 525–543.
102. Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130.
103. *Monsour, D. K. (1987). Student teacher effectiveness and job satisfaction: An analysis of personality and cognitive variables in relation to performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 8711910).
104. Mount, M. K., Barrick, M. R., & Stewart, G. L. (1998). Five-factor model of personality and performance in jobs involving interpersonal interactions. Human Performance, 11, 145–165.
105. Muijs, D. (2006). Measuring teacher effectiveness: Some methodological reflections. Educational Research and Evaluation, 12, 53–74.
106. *Murray, H. G. (1975). Predicting student ratings of college teaching from peer ratings of personality types. Teaching of Psychology, 2, 66–69.
107. *Murray, H. G., Rushton, J. P., & Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology, 82, 250–261.
108. Musek, J. (2007). A general factor of personality: Evidence for the Big One in the five-factor model. Journal of Research in Personality, 41, 1213–1233.
109. Myers, I.B., McCaulley, M.H., Quenk, N.L., Hammer, A.L., (1998). MBTI Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator1, Third Edition. Consulting Psychologists, Palo Alto, CA.
110. O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43, 971–990.
111. Oh, I.-S., Wang, G., & Mount, M. K. (2011). Validity of observer ratings of the five-factor model of personality traits: A meta-analysis. Journal of Applied Psychology, 96, 762–773.
112. Organ, D. W., & Lingl, A. (1995). Personality, satisfaction, and organizational citizenship behavior. Journal of Social Psychology, 135(3), 339–350.
113. Oshio, A., Taku, K., Hirano, M., & Saeed, G. (2018). Resilience and Big Five personality traits: A meta-analysis. Personality and Individual Differences, 127, 54–60.
114. Ozer, D. J., & Benet-Martínez, V. (2006). Personality and the prediction of consequential outcomes. Annual Review of Psychology, 57, 401–421.
115. Parks-Leduc, L., Feldman, G., & Bardi, A. (2015). Personality traits and personal values: a meta-analysis. Personality and Social Psychology Review, 19, 3–29.
116. Patrick, C. L. (2011). Student evaluations of teaching: Effects of the Big Five personality traits, grades and the validity hypothesis. Assessment & Evaluation in Higher Education, 36, 239–249.
117. Paulhus, D. L. (2002). Socially desirable responding: The evolution of a construct. In H. Braun, D. N. Jackson, & D. E. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 49–69). Mahwah, NJ: Erlbaum.
118. *Phillips, D. A., Carlisle, C. S., Hautala, R., & Larson, R. (1985). Personality traits and teacher–student behaviors in physical education. Journal of Educational Psychology, 77, 408–416, 4.
119. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS) manual, K-3. Baltimore: Paul H. Brookes Publishing Company.
120. Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119.
121. Piedmont, R. L., McCrae, R. R., & Costa, P. T., Jr. (1992). An assessment of the Edwards Personal Preference Schedule from the perspective of the five-factor model. Journal of Personality Assessment, 58, 67–78.
122. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338.
123. Poropat, A. E. (2014). Other-rated personality and academic performance: Evidence and implications. Learning and Individual Differences, 34, 24–32.
124. *Radmacher, S. A., & Martin, D. J. (2001). Identifying significant predictors of student evaluations of faculty through hierarchical regression analysis. Journal of Psychology, 135, 259–268, 3.
125. *Richard, L. S. (1992). The effect of teacher and student personality similarity on academic achievement in elementary school-aged children (Doctoral dissertation).
126. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387.
127. *Ripski, M. B., LoCasale-Crouch, J., & Decker, L. (2011). Pre-service teachers: Dispositional traits, emotional states, and quality of teacher-student interactions. Teacher Education Quarterly, 38, 77–96.
128. Roberts, B. W., & DelVecchio, W. F. (2000). The rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3–25.
129. Roberts, B. W., & Jackson, J. J. (2008). Sociogenomic personality psychology. Journal of Personality, 76, 1523–1544.
130. Roberts, B. W., Luo, J., Briley, D. A., Chow, P. I., Su, R., & Hill, P. L. (2017). A systematic review of personality trait change through intervention. Psychological Bulletin, 143, 117–141.
131. Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132, 1–25.
132. Rockoff, J. E., & Speroni, C. (2010). Subjective and objective evaluations of teacher effectiveness. American Economic Review, 100, 261–266.
133. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86, 638–641.
134. Rossier, J., Meyer de Stadelhofen, F., & Berthoud, S. (2004). The hierarchical structures of the NEO PI-R and the 16 PF 51. European Journal of Psychological Assessment, 20, 27–38.
135. Sager, K. L., & Gastil, J. (2002). Exploring the psychological foundations of democratic group deliberation: Personality factors, confirming interaction, and democratic decision making. Communication Research Reports: CRR, 19, 56–65.
136. Salgado, J. F. (2003). Predicting job performance using FFM and non-FFM personality measures. Journal of Occupational and Organizational Psychology, 76, 323–346.
137. Salgado, J. F., & De Fruyt, F. (2017). Personality in personnel selection. In A. Evers, O. Schmit-Voskuyl, & N. Anderson (Eds.), The Blackwell handbook of personnel selection (pp. 174–198). Oxford, UK: Wiley-Blackwell Publishing.
138. Saucier, G. (1994). Mini-markers: A brief version of Goldberg’s unipolar big-five markers. Journal of Personality Assessment, 63, 506–516.
139. Saucier, G., & Goldberg, L. R. (1996). Evidence for the Big Five in analyses of familiar English personality adjectives. European Journal of Personality, 10, 61–77.
140. Schaufeli, W. B., Bakker, A. B., Hoogduin, K., Schaap, C., & Kladler, A. (2001). On the clinical validity of the Maslach Burnout Inventory and the Burnout Measure. Psychology & Health, 16(5), 565–582.
141. Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26, 481–506.
142. Schunk, D. H., and Ertmer, P. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In Boekaerts, M., Pintrich, P. R., and Zeidner, M. (eds.), Handbook of Self-Regulation, Academic Press, San Diego, CA, pp. 631–649.
143. Schutte, N., Toppinen, S., Kalimo, R., & Schaufeli, W. (2000). The factorial validity of the Maslach Burnout Inventory-General Survey (MBI-GS) across occupational groups and nations. Journal of Occupational and Organizational Psychology, 73, 53–66.
144. Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation of the Maslach Burnout Inventory. Anxiety, Stress, and Coping, 13, 309–326.
145. Segerstrom, S. C., & Smith, G. T. (2019). Personality and coping: Individual differences in responses to emotion. Annual Review of Psychology, 70, 1–30.
146. *Shapiro, B. L. (1987). The relationship of teacher burnout to individual and environmental variables (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 8711410).
147. *Shechtman, Z. (1989). The contribution of interpersonal behavior evaluation to the prediction of initial teaching success: A research note. Teaching and Teacher Education, 5, 243–248.
148. Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85, 519–532.
149. Soto, C. J., & John, O. P. (2017). The next Big Five Inventory (BFI-2): Developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power. Journal of Personality and Social Psychology, 113, 117–143.
150. Smither, J. W., London, M., & Reilly, R. R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis, and review of empirical findings. Personnel Psychology, 58, 33–66.
151. Strutton, D., Pelton, L. E., & Lumpkin, J. R. (1995). Personality characteristics and salespeople’s choice of coping strategies. Journal of the Academy of Marketing Science, 23, 132–140.
152. Suls, J., Green, P., & Hillis, S. (1998). Emotional reactivity to everyday problems, affective inertia, and neuroticism. Personality & Social Psychology Bulletin, 24, 127–136.
153. Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute. Retrieved from http://learningpolicyinstitute.Org/product/coming-Crisis-Teaching.
154. Suurmond, R., van Rhee, H., & Hak, T. (2017). Introduction, comparison, and validation of meta-essentials: A free and simple tool for meta-analysis. Research Synthesis Methods, 8, 537–553.
155. Swider, B. W., & Zimmerman, R. D. (2010). Born to burnout: A meta-analytic path model of personality, job burnout, and work outcomes. Journal of Vocational Behavior, 76, 487–506.
156. Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102, 3628–3651.
157. *Teven, J. J. (2007). Teacher temperament: Correlates with teacher caring, burnout, and organizational outcomes. Communication Education, 56, 382–400, 3.
158. Thornton, B., Peltier, G., & Hill, G. (2005). Do future teachers choose wisely: A study of pre-service teachers’ personality preference profiles. College Student Journal, 39, 489–496.
159. Trapmann, S., Hell, B., Hirn, J.-O. W., & Schuler, H. (2007). Meta-analysis of the relationship between the big five and academic success at university. Swiss Journal of Psychology, 215, 132–151.
160. Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology Review, 30, 173–189.
161. Tupes, E. C., & Christal, R. E. (1992). Recurrent personality factors based on trait ratings. Journal of Personality, 60, 225–251.
162. UNESCO Institute for Statistics. (2016). The world needs almost 69 million new teachers to reach the 2030 education goals (No. 39). Retrieved from http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf
163. Vandenberghe, R., & Huberman, A. M. (1999). Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice. Cambridge, England: Cambridge University Press.
164. Van Horn, J. E., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. G. (2004). The structure of occupational well-being: A study among Dutch teachers. Journal of Occupational and Organizational Psychology, 77, 365–375.
165. Vazire, S. (2010). Who knows what about a person? The self–other knowledge asymmetry (SOKA) model. Journal of Personality and Social Psychology, 98, 281–300.
166. Vazire, S., & Carlson, E. N. (2011). Others sometimes know us better than we know ourselves. Current Directions in Psychological Science, 20, 104–108.
167. Vedel, A. (2014). The Big Five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences, 71, 66–76.
168. Visible Learning Plus. (2018). Visible learning plus 250+ influences on student achievement. Retrieved October 4, 2018, from https://us.corwin.com/sites/default/files/250_influences_10.1.2018.pdf
169. Wallace, T. L., Kelcey, B., & Ruzek, E. (2016). What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the tripod student perception survey. American Educational Research Journal, 53, 1834–1868.
170. Watson, D., & Clark, L. A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96, 465–490.
171. White, P., Gorard, S., & See, B. H. (2006). What are the problems with teacher supply? Teaching and Teacher Education, 22, 315–326.
172. Wilcox, S. (1996). Fostering self-directed learning in the university setting. Studies in Higher Education, 21, 165–176.
173. Wilt, J., & Revelle, W. (2009). Extraversion. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 27–45). NY: Guilford.
174. Witty, P. (1947). An analysis of the personality traits of the effective teacher. The Journal of Educational Research, 40, 662–671.
175. World Bank EdStats. (2017). Education statistics. Retrieved February 2, 2018, from https://datacatalog.worldbank.org/dataset/education-statistics
176. Zimmerman, R. D. (2008). Understanding the impact of personality traits on individuals’ turnover decisions: A meta-analytic path model. Personnel Psychology, 61, 309–348.