The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality

Rimm-Kaufman, Sara E.; Hamre, Bridget K.

doi:10.1177/016146811011201204

Cited by 157Teacher Education and Leadership StudiesEarly Childhood Education and DevelopmentEvaluation of Teaching Practices

The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality

Rimm-Kaufman, Sara E., Hamre, Bridget K.·2010·Teachers College Record: The Voice of Scholarship in Education

DOI 10.1177/016146811011201204

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Abstract

Background: Theory, methods, and knowledge gained from years of study in psychological science and human development apply to the understanding and improvement of teacher quality and, ultimately, student achievement and social and emotional outcomes. With these applications, educational research has stronger potential to make more effective and systematic contributions to the improvement of teaching in American schools. This potential can be realized by linking the scientific study of psychology and teachers’ development (social, relational, psychological, and cognitive) to teachers’ classroom behaviors (the mechanisms and processes underlying quality) and student achievement of educational and social and emotional objectives (the outputs of quality). New funds of knowledge in developmental and psychological science can serve as a basis for future research on inputs into teacher quality. Purpose: The present article advances an interdisciplinary perspective on the factors influencing teacher quality, specifically defined as teachers’ practices and their interactions with students that can be shown to relate to student achievement. The article (1) offers a view of teacher quality focused on teacher–child interactions that serve as explanatory mechanisms in predicting children's achievement; (2) introduces key principles of human adult development that offer insights to link developmental research on teachers to teacher quality and, ultimately, to student achievement and social and emotional outcomes; and (3) discusses two bodies of research from psychological science that illustrate the ways in which psychological principles and an overarching view of teachers as developing people may contribute to current debates about teacher quality. Research Design: The article synthesizes research from the fields of education and psychology. Conclusions: The article closes with recommendations for basic, developmentally oriented research on teacher quality and student achievement.

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Vatou, A., Gregoriadis, A., Evangelou-Tsitiridou, M., Manolitsis, G., Mouzaki, A., Kypriotaki, M., Oikonomidis, V., de Lemos, A. R., Piedade, F., Alves, D. R. P., et al. (2024) · Education Sciences · doi:10.3390/educsci14080840 · Cited by 6 · see citing works
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Sasson, I., & Malkinson, N. (2021) · Journal of University Teaching and Learning Practice · doi:10.53761/1.18.6.07 · Cited by 10 · see citing works
“…source of teachers' motivation, their goals, and their persistence when they face difficulties but what comprises the sense of efficacy in teachers is complex and has been researched upon in the last few decades (Ciani et al., 2008; Rimm-Kaufman & Hamre, 2010; Tschannen-Moran et al., 1998).”
Background
Introducing the Socio-Emotional School Experiences Adaptation (SESEA) model: A theoretical integration of emotions, social relationships and the experience of learning.
Raufelder, D., & Schlesier, J. (2026) · British Journal of Educational Psychology · doi:10.1111/bjep.70068 · Cited by 6
Student–Teacher Role Reversal at University Level—An Experience in Naval Engineering Education
Díaz-Ojeda, H., Pérez-Arribas, F., & Pérez-Sánchez, J. (2023) · Education sciences · doi:10.3390/educsci13040352 · Cited by 6
Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?
Sarı, T., Atik, S., & Çelik, O. (2021) · Participatory Educational Research · doi:10.17275/per.21.99.8.4 · Cited by 6 · see citing works
The relationship between teacher professional development and students’ social and emotional skills: examining the mediating roles of teacher self-efficacy and teaching practices
Li, Z., Chen, J., & Li, Q. (2025) · Current Psychology · doi:10.1007/s12144-025-08031-3 · Cited by 7 · see citing works
“…suggesting that comprehensive pro - fessional development can enhance teachers’ instructional practices, classroom management, and overall educational environment, which in turn supports students’ social and emotional growth (Holder, 2020 ; Jennings & Greenberg, 2009 ; Rimm-Kaufman & Hamre, 2010 ).”
Assessing Social Emotional Learning Instructional Competence among EFL Pre-Service Teachers at a Vietnamese Pedagogical University
Tran, T. Y. (2025) · European Journal of English Language Studies · doi:10.12973/ejels.5.1.1 · Cited by 3 · see citing works
Toward a Coherent and Comprehensive Approach to Teacher Well-Being: A Synthesis of Theory and Review of Intervention Research
Sandilos, L. E., Hindman, A. H., Lathrop, J. A., & Wu, Q.-L. (2023) · Review of Research in Education · doi:10.3102/0091732x231210246 · Cited by 5 · see citing works
“…phenomena such as well-being: characteristics and experiences of the individual themselves, features of the broader context(s) in which the individual lives and works, and intersections and interactions among individual and/or contextual variables (Lippard et al., 2018; Rimm-Kaufman & Hamre, 2010).”
Background
The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation
Hur, E., Buettner, C. K., & Jeon, L. (2014) · Child and Youth Care Forum · doi:10.1007/s10566-014-9283-9 · Cited by 4 · see citing works
Exploring the predictor of teaching quality using the job demands-resources model
Rafsanjani, M., Prakoso, A., Wahyudi, H., Samin, S. M., Prabowo, A., & Wijaya, S. (2024) · The Education and science journal · doi:10.17853/1994-5639-2025-7826 · Cited by 4 · see citing works
A mixed methods exploration of teacher involvement and its effects on adolescent behavioral and emotional problems
Boruah, B., Phogat, P., & Singh, A. (2024) · Discover Psychology · doi:10.1007/s44202-024-00231-5 · Cited by 4 · see citing works
“This institutional pressure may exacerbate challenges in establishing rapport with academically weaker students and addressing behavioral issues, ultimately perpetuating strained teacher-student relationships and hindering academic success [28, 29].”
Exploring the roles of special schools' principals in teacher quality improvement: A case study of special schools
Sahuddin, M., Cheng, J.-K., & Verawati, V. (2023) · International Journal of Education and Learning · doi:10.31763/ijele.v5i2.1062 · Cited by 4
“Improving teacher quality shows that teacher quality can be said to be good; it can be seen in terms of input, process, and output [27].”
Background
Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning
Durksen, T. (2015) · ERA: Education and Research Archive (University of Alberta) · doi:10.7939/r3j38kv9g · Cited by 4 · see citing works
Assessing Teacher Quality in the Early Years: Co-Designing the Teachers in Early Education Tool in Australia
Wong, S., Fenech, M., & Durksen, T. (2025) · Australasian Journal of Early Childhood · doi:10.1177/18369391251358008 · Cited by 3
“Beyond ECEC, ‘ teacher quality ’ has been the focus of signi ﬁ cant research for some time, arising from concerns with the quality of public education and the identi ﬁ cation that teacher quali ﬁ cation is not always directly related to child outcomes (Rimm-Kaufman & Hamre, 2010).”
Humanising education: a case study on the role of teacher-student relationships in affective learning
Zainudin, E. F. (2025) · Muallim Journal of Social Science and Humanities · doi:10.33306/mjssh/340 · Cited by 3 · see citing works
Shaping Student Relationships: The Role of Personality in Early Childhood Pre-Service Teachers
Ata, S., & Kimzan, I. (2024) · Behavioral Science · doi:10.3390/bs14090778 · Cited by 3 · see citing works
“Research linking teachers’ personalities to attitudes and strategies with students is limited [35].”
Background
Validity evidence for the attitudes on person-centered behavior toward students questionnaire (APBS): Internal structure and associations with external variables
Teistler, N. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09895-2 · Cited by 3 · see citing works
“In this regard, research mainly focuses on teachers’ social-emotional and Big Five traits (Jennings & Greenberg, 2009; Rimm-Kaufman & Hamre, 2010).”
Effect of distance education courses held in different environments on emotions of the instructor
Tonguç, G. (2024) · PLoS ONE · doi:10.1371/journal.pone.0295935 · Cited by 3 · see citing works
“In addition, positive teacher emotions can increase students’ self-confidence and positively affect their academic success [7,8].”
Background
Erken Çocukluk Öğretmen Eğitimine İlişkin Bibliyometrik bir Analiz: Eğilimler, Öncelikler ve Araştırma Boşlukları
Tunç, Y., Çelik, O., Atik, S., & Çobanoğlu, N. (2023) · İnönü Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17679/inuefd.1312704 · Cited by 3 · see citing works
Influence of Pre and In-Service Training Programs of the Kindergarten Teachers in the Implementation of the Kindergarten Curriculum
Santos, R. (2023) · JPAIR Multidisciplinary Research · doi:10.7719/jpair.v51i1.696 · Cited by 3
“In contrast, the teaching quality involves the teachers’ actual behavior and the teacher-learner interaction inside the classroom (Rimm-Kaufman & Hamre, 2010).”
Background
Educators' emotional work in service of high school students with emotional and behavioral disabilities: A case study of a sub-separate alternative program
Stark, K., & Ragunathan, M. (2022) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2022.103822 · Cited by 3
The Impact of Attending a Remedial Support Program on Syrian Children's Reading Skills: Using BART for Causal Inference
de Oca, M. M., Hill, J., Aber, L., Dolan, C., & Gjicali, K. (2022) · doi:10.48550/arxiv.2208.13906 · Cited by 3
“Healing Classrooms supports this through positive teacher-child relationships, which have been shown to be associated with social competence and positive school adjustment (Baker, 2006; Hamre & Pianta, 2001; Pianta & Stuhlman, 2004; Rimm-Kaufman & Hamre, 2010).”
Background
The Conceptual Confusion of Teaching Quality and Teacher Quality, and a Clarity Pursuit
Aidoo, A., & Luo, S. (2021) · International Journal of Asian Education · doi:10.46966/ijae.v2i2.168 · Cited by 3 · see citing works
“Rimm-Kaufman and Hamre (2010) Identification of the role of each concept on the other Myburgh and Tammaro (2013) Terming teacher quality as the skills and attributes related to teaching quality Churchward and Willis (2018) Understanding teacher quality by determining the constituents of high…”
BackgroundInfluential
A Special Kind of Ambition: The Role of Personality in the Retention of Academically Elite Teachers
Jones, B. K. (2018) · Teachers College Record · doi:10.1177/016146811812000902 · Cited by 3 · see citing works
“Finally, Rimm-Kaufman and Hamre (2010) have specifically advocated using McAdams’ three-layer model of personality to better understand teachers and their careers.”
Method
Social Competence of Aesthetic Education of Sport Industry Managers: Fundamentality and Innovation Synergies
Švagždienė, B., Jasinskas, E., Simanavičius, A., Bradauskiene, K., & Vveinhardt, J. (2015) · doi:10.1016/j.sbspro.2015.07.148 · Cited by 3
Natural Cognitive Foundations of Teacher Knowledge
Dessus, P., Tanguy, F., & Tricot, A. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6300-313-1_11 · Cited by 3 · see citing works
Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education.
Ragpot, L. (2017) · South African Journal of Childhood Education · doi:10.4102/sajce.v7i1.501 · Cited by 2 · see citing works
Tuning in to Kids in Schools: A Randomized Controlled Trial of a Teacher Emotion Socialization Intervention in Norwegian Elementary Schools
Bølstad, E., Koleini, A., Skoe, F. F., Kehoe, C. E., Idsøe, T., Randgaard, H. E., Olsen, H. M., Mjanger, R. H., & Havighurst, S. S. (2026) · European Journal of Psychology and Educational Research · doi:10.12973/ejper.9.1.1 · Cited by 2 · see citing works
Enhancing Teacher Competence in Inclusive Early Childhood Education
Solihati, I., & Hermanto, H. (2025) · Journal of Innovation and Research in Primary Education · doi:10.56916/jirpe.v4i3.1931 · Cited by 4 · see citing works
“More specifically, the effect of teachers' personal characteristics on student outcomes might be mediated by teachers' classroom behaviors and teacher-student interactions, with teacher competence serving as an important lever for improving teaching quality (Rimm-Kaufman & Hamre, 2010).”
Exploring the optimal factors influencing teachers’ instructional practices performance using machine learning approaches
Zhai, X., Yuan, W., Liu, H., & Wang, Q. (2025) · Educational Studies · doi:10.1080/03055698.2025.2511909 · Cited by 2 · see citing works
“Furthermore, the level of job satisfaction with target class autonomy (t3satat) reveals the influence of the school environment on teacher satisfaction and the overall effectiveness of education (Rimm-Kaufman and Hamre 2010).”
Adaptation and Validation of the Scale for Chinese Preschool Teachers’ Self-Efficacy (SCPTSE): Based on Classical Test Theory and Item Response Theory
Lu, H., Li, X., & Li, K. (2025) · Behavioral Sciences · doi:10.3390/bs15060741 · Cited by 1 · see citing works
“According to the self‑fulfilling prophecy model, teachers with high self‑ efficacy set ambitious goals, invest greater effort, and continually refine their teaching prac‑ tices, while those with lower self‑efficacy are more susceptible to self‑doubt and burnout (Tschannen‑Moran & Hoy, 2007; Rimm‑Kaufman & Hamre, 2010;…”
A national study on knowledge of child language development, self-efficacy, and the professional development of childcare providers in Saudi Arabia
Alaslani, K., Alroqi, H., Almohammadi, A., Aljahlan, Y., Alsulaiman, R., Albeeshi, A., Murad, A., & Alnemary, F. M. (2025) · Discover Education · doi:10.1007/s44217-025-00460-3 · Cited by 4 · see citing works
“Teachers with a strong sense of self-efficacy tend to exhibit greater levels of planning, organization, and enthusiasm in teaching and can persist in the face of difficulties with students [41].”
Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective
Di̇lek, H. (2024) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2024.104796 · Cited by 2 · see citing works
Cultural nuances in preschool education: a comparative analysis of classroom rules perception in China and Thailand
Tian, L., Chang, H., Wang, T.-Y., Dao, Y.-Z., & Khampheera, S. (2024) · Current Psychology · doi:10.1007/s12144-024-06055-9 · Cited by 2 · see citing works
“Analyzing the relationship between teachers’ professional backgrounds and their emotional well-being influences the classroom practices implemented by educators (Rimm-Kaufman & Hamre, 2010).”
Tailoring Teacher Supports: A Mixed-Methods Analysis of Responses to Coaching and Self-Reflection
Cohen, J., Anglin, K. L., & Wiseman, E. (2024) · AERA Open · doi:10.1177/23328584241289876 · Cited by 2 · see citing works
“Though education researchers acknowledge the relationship between individual characteristics, beliefs, and prior performance in children’s learning, we rarely discuss the same interplay in teachers, who are learners, too (Rimm-Kaufman & Hamre, 2010).”

Authors: Rimm-Kaufman, S. E., & Hamre, B. K.
Affiliations: University of Virginia
University of Virginia (US)
ORCID: Hamre, Bridget K.
Venue: Teachers College Record: The Voice of Scholarship in Education
Publisher: SAGE Publications
Published: 2010-11
Volume: 112
Issue: 12
Pages: 2988-3023
ISSN: 0040-0475 (ISSN-L)
0161-4681
1467-9620
DOI: 10.1177/016146811011201204
OpenAlex: W245440419
Cited by: 157
References: 0
Citations by year: 2026: 12 · 2025: 11 · 2024: 19 · 2023: 13 · 2022: 10 · 2021: 12 · 2020: 14 · 2019: 11 · 2018: 10 · 2017: 11 · 2016: 6 · 2015: 8 · 2014: 10 · 2013: 6 · 2012: 4
FWCI: 15.03
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics: Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: teacher quality, teacher professional development, teacher-child interaction, academic performance, social-emotional outcomes, adult development, teacher practices, classroom behavior, interdisciplinary research

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