The Impact of Personality Traits on Beginning Teacher Performance and Persistence

• In Event: Teacher Sorting and Turnover

Abstract

The greening of the United States teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g. academic ability measures, preparation type), we investigate the relationships between personality traits and first-year teachers’ performance and persistence in North Carolina public schools. Using the Five Factor Model of personality, we find that higher levels of conscientiousness significantly predict higher value-added estimates, higher evaluation ratings, and higher rates of retention in teaching. In conjunction with other studies on personality traits and teacher outcomes, these results suggest that districts and schools should consider using personality trait measures as a way to improve hiring decisions.

Authors

• Kevin Christopher Bastian, University of North Carolina

• David McCord, Western Carolina University

• Julie Marks, University of North Carolina - Chapel Hill

• Dale Carpenter