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It also shows that general self-efficacy (a conscientiousness-related subdomain) predicts value added and evaluation outcomes. The results suggest districts should consider personality trait measures alongside other valid hiring indicators.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-temperament-for-teaching-associations-between-personality-traits-and-beginning-teacher-performance-and-retention/589814/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-temperament-for-teaching-associations-between-personality-traits-and-beginning-teacher-performance-and-retention/589814.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address about beginning teachers?","Question",{"text":63,"@type":64},"It addresses concerns that the U.S. teacher workforce is increasingly “greened” by inexperience, which is associated with lower effectiveness and higher exit from teaching.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which personality trait shows the strongest link to teaching outcomes?",{"text":68,"@type":64},"Conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates.",{"name":70,"@type":61,"acceptedAnswer":71},"How does general self-efficacy relate to teacher performance and retention?",{"text":72,"@type":64},"General self-efficacy, described as a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589814,1792116649,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-March 2017, Vol. 3, No. 1, pp. 1–17  \nDOI: 10. 1177/2332858416684764 © The Author(s) 2017. [http://ero.sagepub.com](http://ero.sagepub.com)  \nA Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention  \nKevin C. Bastian  \nUniversity of North Carolina at Chapel Hill  \nDavid M. McCord  \nWestern Carolina University  \nJulie T. Marks  \nUniversity of North Carolina at Chapel Hill  \nDale Carpenter  \nWestern Carolina University  \nThe “greening”(i.e., inexperience) of the U.S. 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, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.  \nKeywords: personality traits, teacher effectiveness, teacher retention  \ntwenty-five years ago, the modal teacher experience category in the United States was 15 years. Today, first-year teachers are the largest experience category, and approximately 25% of the teacher workforce has \u003C5 years of experience (Ingersoll & Merrill, 2012) . This “greening” of the teacher workforce is concerning for three reasons. First, novice teachers are typically less effective than their more experienced peers (Chingos & Peterson, 2011; Papay & Kraft, in press). Relative to first-year teachers, for example, North Carolina elementary grade teachers with 3 to 5 years of experience add 9% and 6% of a SD to student achievement on end-of-grade exams in mathematics and reading (Clotfelter, Ladd, & Vigdor, 2007) . Second, novice teachers are significantly more likely to exit the profession. This attrition entails financial costs for districts and has adverse effects on school stability and student achievement (Alliance for Excellent Education, 2014; Ronfeldt, Loeb, & Wyckoff, 2013) . Finally, novice teachers are disproportionately employed in high-need schools and classrooms, where  \nstudents need the highest-quality resources to enhance their achievement (Bastian, Henry, & Thompson, 2013; Clotfelter et al., 2005) .  \nGiven the performance and attrition of early career teachers, this greening of the teacher workforce puts a premium on districts and schools making high-quality teacher hiring decisions. To make these decisions, districts and schools need to know the characteristics of teachers that significantly predict performance and retention. While research evidence indicates that characteristics typically available at the time of hiring—such as academic ability measures (e.g., SAT scores, grade point averages, licensure exam scores) or teacher preparation type—are associated with teacher effectiveness and retention, these characteristics explain only a small portion of the variance in these teacher outcomes (Borman & Dowling, 2008; Goldhaber, Liddle, & Theobald, 2013; Greenwald, Hedges, & Laine, 1996; Kane, Rockoff, & Staiger, 2008; Rockoff, Jacob, Kane, & Staiger, 2011; Wayne & Youngs, 2003) . Districts and schools should consider such  \nCreative Commons CC-BY: This article is distributed under the te","cbCaibOXaIAvCujQ","https://ap.wps.com/l/cbCaibOXaIAvCujQ","pdf",463224,17,"English","# Background\n## Teacher workforce “greening”\n# Research Approach\n## Personality traits and the 5-factor model\n# Key Findings\n## Conscientiousness and performance\n## Self-efficacy and teacher outcomes\n# Implications for Hiring","[{\"question\":\"What problem does the study address about beginning teachers?\",\"answer\":\"It addresses concerns that the U.S. teacher workforce is increasingly “greened” by inexperience, which is associated with lower effectiveness and higher exit from teaching.\"},{\"question\":\"Which personality trait shows the strongest link to teaching outcomes?\",\"answer\":\"Conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates.\"},{\"question\":\"How does general self-efficacy relate to teacher performance and retention?\",\"answer\":\"General self-efficacy, described as a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings.\"}]","A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention | PDF",1792068181,43]