The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers. Teachers are important drivers of student success in the immediate term, such as academic success. Nowadays, the education process is influenced by various factors which can all have a strong effect on the quality of teaching and learning. Having the intention to create high-quality teaching and learning, it is very important to clearly determine what those factors are, and what kind of effect they have on the education process. Different teacher characteristics and competencies have been distinguished in the literature as being relevant predictors of their instructional quality. Even though educational psychology has emphasized the significance of the personality role in the education process, the empirical evidence on the relationship between teacher characteristics and instructional quality is not yet conclusive. Certainly, there is much more to find out.
The goal of this special edition Research Topic is to offer a professional space for new findings on how teachers’ personalities can influence teaching, learning, and classroom climate. A number of studies have explored the relationship between teachers’ personalities and effectiveness, self-efficacy, motivation, pupil control ideology, perfectionism, job satisfaction, teacher support, classroom climate, academic excellence, stress, and burnout. However, we are convinced that the teacher's personality is a very complex one and there is enough space to explore new relationships or to strengthen and verify previous findings. This is the main purpose of providing a professional framework for new insights in this challenging field. This article collection will inspire, inform, and provide direction and guidance to researchers in the field.
This research topic has the intention to shed light on the progress made in the teachers' personalities, highlighting recent findings and analyzing future perspectives of this challenging and ever-growing field in education and psychology. Different theoretical and practical studies are required to understand the complexity of teacher personality and its correlates. This article collection will inspire, inform, and provide direction and guidance to school principals, teachers, and researchers. For a more realistic view of the influences of teacher personality in the educational process, we expect papers to be conducted in different countries and different cultures. As the current majority of studies are from Western countries there is a potential for the current whole view to be biased. Among others, empirical studies (qualitative and/or quantitative) and systematic reviews will be considered.
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers. Teachers are important drivers of student success in the immediate term, such as academic success. Nowadays, the education process is influenced by various factors which can all have a strong effect on the quality of teaching and learning. Having the intention to create high-quality teaching and learning, it is very important to clearly determine what those factors are, and what kind of effect they have on the education process. Different teacher characteristics and competencies have been distinguished in the literature as being relevant predictors of their instructional quality. Even though educational psychology has emphasized the significance of the personality role in the education process, the empirical evidence on the relationship between teacher characteristics and instructional quality is not yet conclusive. Certainly, there is much more to find out.
The goal of this special edition Research Topic is to offer a professional space for new findings on how teachers’ personalities can influence teaching, learning, and classroom climate. A number of studies have explored the relationship between teachers’ personalities and effectiveness, self-efficacy, motivation, pupil control ideology, perfectionism, job satisfaction, teacher support, classroom climate, academic excellence, stress, and burnout. However, we are convinced that the teacher's personality is a very complex one and there is enough space to explore new relationships or to strengthen and verify previous findings. This is the main purpose of providing a professional framework for new insights in this challenging field. This article collection will inspire, inform, and provide direction and guidance to researchers in the field.
This research topic has the intention to shed light on the progress made in the teachers' personalities, highlighting recent findings and analyzing future perspectives of this challenging and ever-growing field in education and psychology. Different theoretical and practical studies are required to understand the complexity of teacher personality and its correlates. This article collection will inspire, inform, and provide direction and guidance to school principals, teachers, and researchers. For a more realistic view of the influences of teacher personality in the educational process, we expect papers to be conducted in different countries and different cultures. As the current majority of studies are from Western countries there is a potential for the current whole view to be biased. Among others, empirical studies (qualitative and/or quantitative) and systematic reviews will be considered.