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

“Both principles derived from general systems theory in biology (von Bertalanffy, 1968) and have since been applied to developmental and psychological research ranging from developmental psychopathology (Cicchetti & Rogosch, 1996) to the study of leadership (Hackman & Wageman, 2007).”

“On one hand, research on attachment styles shows that internal working models play a key role in the ways that adults think about and respond to others throughout their lives and thus contribute to the dominant pattern of interactions between teacher and students (Fraley & Shaver, 2000).”

“Rimm-Kaufman and Hamre (2010) proposed a Comprehensive Model of Teacher Quality that embeds effective teaching in a dynamic model that considers the ways teachers’ personal attributes and professional experiences influence the development of their teaching skills, as well as the ways in which these…”

“…theme of recent educational debate in public and research circles is the critical importance of providing all students with access to teachers who are highly engaged in their work (Economist Intelligence Unit, 2012; Pianta, Hamre, & Allen, 2012; Rimm-Kaufman & Hamre, 2010; Staiger & Rockoff, 2010).”

“We first reviewed conceptual papers and published meta-analyses that generally discussed the role of teachers’ social and emotional well-being in school settings (Jennings & Greenberg, 2009; Montgomery & Rupp, 2005; Rimm-Kaufman & Hamre, 2010; Sutton & Wheatley, 2003).”

“Rimm-Kaufman and Hamre (2010) argued that the quality of teachers’ interaction with children is influenced by the interplay between teachers’ professional experience and psychological attributes.”

“Therefore, teachers’ social-emotional characteristics have been suggested as essential for the quality of teacher-student interactions and, in turn, students’ psychosocial outcomes (Brackett & Katulak, 2007; Jennings & Greenberg, 2009; Rimm-Kaufman & Hamre, 2010).”

“…as individual differences in student noncognitive characteristics are important predictors of student outcomes (Heckman & Kautz, 2012; Richardson, Abraham, & Bond, 2012), individual differences in teacher noncognitive characteristics may also be important predictors (Rimm-Kaufman & Hamre, 2010).”

“Scholars argue that teachers’ classroom practices are influenced by the interplay of teachers’ professional experiences and their emotional well-being (Rimm-Kaufman & Hamre, 2010), particularly in the context of classrooms with greater demands.”

“…tells us that teachers who have knowledge about child and adolescent development are better able to design and carry out learning experiences in ways that support student social, emotional, and academic competence and enhance student outcomes (Hamre & Pianta, 2010; Rimm-Kaufman & Hamre, 2010).”

“…teachers’ capacity to provide high-quality education, education researchers have proposed that teachers’ psychological attributes and professional experiences should be considered when exploring factors that contribute to teaching quality and teacher–child interactions (Rimm-Kaufman & Hamre, 2010).”

“Prior studies have proved that teacher competence may indirectly affect students’ learning outcomes through teaching quality [42,43].”

“Rimm-Kaufman and Hamre (2010) argued that the quality of teachers’ interaction with children results from an interaction between teachers’ professional experience and psychological attributes.”

“Educational psychology researchers focus on a range of teacher characteristics (e.g. personality, self-efficacy, empathy, beliefs, resilience, etc.) that can influence teaching quality and effectiveness (Klassen, Durksen, Rowett, & Patterson, 2014; Klassen & Tze, 2014; Rimm-Kaufman & Hamre, 2010).”

“However, assessing the essential non-cognitive attributes—interpersonal skills, motivational tendencies, and personality traits—shown to be crucial for successful teaching (Rimm-Kaufman & Hamre, 2010), is much more challenging to measure reliably.”

“Teaching is an intensely psychological process, and thus, changing teachers’ classroom practices often requires a shift in the thinking and beliefs that underlie behaviors (Evans 2001; Rimm-Kaufman and Hamre 2010; Wanless et al. 2013).”

“Trait EI and SE can be developed through training, professional development programs, and self-awareness sessions (Dewaele, 2018; Klassen & Tze, 2014; Rimm-Kaufman & Hamre, 2010).”

“1177/2332858419897884Roloff et al.Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities research-article20202020 Roloff et al. 2 (Kunter, Klusmann, et al., 2013; Rimm-Kaufman & Hamre, 2010; Seidel & Shavelson, 2007).”

“Teachers’ teaching efficacy affects their teaching behavior [32] and their views on teaching abilities and creates a self-fulfilling prophecy [33].”

“, motivation to teach, personality, beliefs) provide the mechanisms for how they learn to become high-quality teachers (Rimm-Kaufman and Hamre, 2010).”

“…reported at low rates and these factors are often difficult to disentangle, given that poor school environments can also lead to poor performance (Rimm-Kaufman & Hamre, 2010); in our own probing of involuntary turnover, the distinction seemed contentious (in principal or administration vs.…”

“Teachers' self-efficacy beliefs have impact on teachers' goals, the efforts they invest in teaching, and their persistence when they face obstacles (Rimm-Kaufman & Hamre, 2010; Tschannen-Moran et al., 1998).”

“, classroom management and learning support [12]) and found positive effects of these aspects on student learning of mathematics [13–15].”

“28 Despite the aphorism that ‘a picture is worth a thousand words’, there are four robust research findings that most instructors are not aware of: (1) experts but not novices know what to pay attention to in the graphics—they know what the main point of the graphic is and know how to use graphic conventions such as c…”

“The research linking teacher personality to their attitudes and strategies with the students has been limited (Rimm-Kaufman & Hamre, 2010), and the majority of the studies focussed on teachers’ extraversion (Jamil et al., 2012; Job, 2004).”

“Notably, the ECE literature has suggested that the definition of teacher quality includes teachers’ actual behaviors and interactions in the classroom, which should be assessed through classroom observations (Rimm-Kaufman & Hamre, 2010).”

“Therefore, ongoing professional development that focuses not only on SEL strategies but also on enhancing teachers' own SEL skills is essential for fostering a conducive learning environment (Rimm-Kaufman & Hamre, 2010).”

“Similarly, research linking recent personality frameworks(e.g., the Big Five) and teaching has not been extensively conducted (Rimm-Kaufman & Hamre, 2010).”

“…and Rowe 2008; Leon 2013;McArdle 2010; Paulson and Marchant 2011; Hodgman 2012; Tucker 2012; Winters and Cowen 2013) and also on an implications (Dana 2010; Heck and Mahoe 2010; Rimm-Kaufman and Hamre 2010; O’Meara 2011; Stew-art 2011; Fuller and Ladd 2013; Hilton et al. 2013; Goh 2014) level.”

“…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).”

“…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 ).”

“…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).”

“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].”

“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].”

“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).”

“Research linking teachers’ personalities to attitudes and strategies with students is limited [35].”

“In this regard, research mainly focuses on teachers’ social-emotional and Big Five traits (Jennings & Greenberg, 2009; Rimm-Kaufman & Hamre, 2010).”

“In addition, positive teacher emotions can increase students’ self-confidence and positively affect their academic success [7,8].”

“In contrast, the teaching quality involves the teachers’ actual behavior and the teacher-learner interaction inside the classroom (Rimm-Kaufman & Hamre, 2010).”

“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).”

“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…”

“Finally, Rimm-Kaufman and Hamre (2010) have specifically advocated using McAdams’ three-layer model of personality to better understand teachers and their careers.”

“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).”

“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).”

“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;…”

“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].”

“Analyzing the relationship between teachers’ professional backgrounds and their emotional well-being influences the classroom practices implemented by educators (Rimm-Kaufman & Hamre, 2010).”

“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).”