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 self-efficacy 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 self-efficacy 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.

Keywords:

• students with EBD
• teacher quality
• teacher personality
• teacher observation
• teacher self-efficacy
• teacher nomination

Notes on Contributors

Svenja Buttner is a Ph.D. in Special Educational Needs. Presently, she is working as a teacher and researcher at the Department of Teacher Education of the Hanze University of Applied Sciences (HANZE) in the Netherlands. Her research interest includes expert teachers of students with EBD.

SipJan Pijl is a professor in Inclusive Education. Presently, he is working at the Department of Special Education of the University of Groningen (RUG) in the Netherlands. He is also working part-time at the Department of Education of the Norwegian University of Science and Technology (NTNU) in Norway. His research interest includes the national and global development towards Inclusive Education as well as the attitudes of students, parents, and teachers towards the inclusion of students with disabilities.

Jan Bijstra is a doctor in Developmental Psychology. Presently, he is working as a researcher at the Regional Expertise Centre for EBD schools (RENN4) in the Netherlands. His research interest includes students with EBD and their teachers. An important part of his career has been dedicated to developing anindication tool for students with EBD.

Elsvan den Bosch was a doctor in Special Educational Needs. She has worked many years at the University of Groningen (RUG) in the Netherlands. Her research interest mainly included gifted students, but she also had a broad interest inexpert teachers. Shortly after finishing this article, Els sadly passed away. She will be missed dearly.