Personality traits of expert teachers of students with behavioural problems: a review and classification of the literature

Svenja Buttner; S.J. Pijl; J. Bijstra; Els van den Bosch

Personality traits of expert teachers of students with behavioural problems: a review and classification of the literature

Svenja Buttner
, S.J. Pijl
, J. Bijstra
, Els van den Bosch

Youth, Education and Society

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Teaching students with behavioural problems is a challenge for many teachers but other teachers are able to bring out the best in these students. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. This study reviewed the literature on the personality traits of expert teachers of students with behavioural problems. The studies selected report their key thoughts,
feelings, and behaviours, which according to trait theory stem from personality. Two independent raters classified the personality variables according to the dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. The evidence
indicates that a teacher’s ability to teach students with behavioural problems increases with his/her levels in four of the five personality factors. No variables relating to Neuroticism were reported in the literature. Implications for follow-up research are discussed.

Original language	English
Pages (from-to)	461-481
Journal	The Australian Educational Researcher
Volume	42 (2015)
Issue number	4
Publication status	Published - 30 Sept 2015

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 01 No Poverty
SDG 03 Good Health and Well-being
SDG 04 Quality Education
SDG 05 Gender Equality
SDG 10 Reduced Inequalities
SDG 11 Sustainable Cities and Communities
SDG 16 Peace, Justice and Strong Institutions

Keywords

higher education
students
social behaviour disorders
teaching

Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)

Healthy Ageing

Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)

Equality of opportunity and participation

Publinova themes

Other
Education and Teaching
Health
People and Society

Cite this

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abstract = "Teaching students with behavioural problems is a challenge for many teachers but other teachers are able to bring out the best in these students. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. This study reviewed the literature on the personality traits of expert teachers of students with behavioural problems. The studies selected report their key thoughts, feelings, and behaviours, which according to trait theory stem from personality. Two independent raters classified the personality variables according to the dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. The evidence indicates that a teacher{\textquoteright}s ability to teach students with behavioural problems increases with his/her levels in four of the five personality factors. No variables relating to Neuroticism were reported in the literature. Implications for follow-up research are discussed.",

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AU - van den Bosch, Els

PY - 2015/9/30

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AB - Teaching students with behavioural problems is a challenge for many teachers but other teachers are able to bring out the best in these students. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. This study reviewed the literature on the personality traits of expert teachers of students with behavioural problems. The studies selected report their key thoughts, feelings, and behaviours, which according to trait theory stem from personality. Two independent raters classified the personality variables according to the dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. The evidence indicates that a teacher’s ability to teach students with behavioural problems increases with his/her levels in four of the five personality factors. No variables relating to Neuroticism were reported in the literature. Implications for follow-up research are discussed.

KW - hoger onderwijs

KW - studenten

KW - gedragsstoornissen

KW - doceren

KW - higher education

KW - students

KW - social behaviour disorders

KW - teaching

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VL - 42 (2015)

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JO - The Australian Educational Researcher

JF - The Australian Educational Researcher

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ER -

Personality traits of expert teachers of students with behavioural problems: a review and classification of the literature

Abstract

UN SDGs

Keywords

Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)

Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)

Publinova themes

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The relationship between teacher personality and teacher quality: lifting a tip of a veil of a teacher’s X-factor?

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