Personality traits of expert teachers of students with EBD: clarifying a teacher's X-factor

Abstract

Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. 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. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a selfefficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the selfefficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed.

Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?

“…The result of current research provided that personality traits were a variable that could affect teacher candidates' self-efficacy perceptions. This result was also consistent with the results of studies dealing with self-efficacy perception and personality traits (Biermann, Karbach, Spinath, & Brünken, 2015;Buttner, Pijl, Bijstra, & Van den Bosch, 2016;Jamil, Downer, & Robert, 2012;Şenler, 2011). Physiological and emotional experiences expressed by Bandura (1993) as a source of selfefficacy were guiding in explaining the relationship between self-efficacy and personality traits.…”

Factors Influencing Special Education Career Choices: Interplay of Personality Traits and Identity Statuses

“…Teachers' identity status and personality type, which are significant components of intrinsic factors, have been overlooked in research concerning special education. Furthermore, given that special education teachers are commonly characterized by attributes such as active engagement, dedication, empathy, self-discipline, and respectfulness, it is argued that both personality and identity status serve as fundamental traits from which their career choices can derive (Buttner et al, 2016;Prather-Jones, 2011).…”

“…Personality has been recognized as one of the most significant topics in psychological research because it has been related with many aspects of life, like job satisfaction (Azucar et al, 2018;Neal et al, 2012). More specifically, the correlation between personality and career choices has been established across diverse professional domains (Buttner et al, 2016). For example, Wang et al (2006) assumed that during career development, young individuals transition from a state of uncertainty concerning their career options toward a point of commitment to a specific choice.…”

“…In addition, personality traits play a significant role in influencing different aspects of a teacher's professional life, including self-efficacy (Perera et al, 2018). Buttner et al (2016) found that teachers' effectiveness in instructing students with special needs improves in conjunction with higher levels of extraversion, conscientiousness, agreeableness, and openness to experience.…”

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

“…Menaruh perhatian, tanggung jawab sepenuhnya, mengasihi tanpa syarat, demi pemeliharaan hidup dan pertumbuhan, serta menanamkan ke dalam diri mereka kehidupan dan tidak hanya keinginan untuk tetap hidup (Mustopo, 1987). Sikap ini semua merupakan kepribadian seorang pendidik yang menarik dan disukai oleh peserta didik, yang kesemuanya berdampak positif terhadap kegiatan pembelajaran (Buttner et al, 2016). Untuk itu, jika pendidik ingin menjadi pribadi yang menarik dan disukai peserta didik, maka perlu menghindari sifat-sifat men-SOK peserta didik, serta mengembangkan terus sikap kepribadian yang baik.…”