Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study.

Identifying personal characteristics associated with teachers' stress is a longstanding research goal with important implications for practice. The present work revisits the effects of individual characteristics in terms of neuroticism, classroom management self-efficacy, and cognitive (reasoning) abilities on stress using virtual reality (VR). Relying on a sample of 56 German pre-service teachers (Mage = 22.73, SDage = 4.93; 50.9% females), we capitalized on a VR classroom environment that allowed the integration of experimental control and authentic teaching situations, where pre-service teachers responded to the disruptive behaviors of the student avatars. We focused on stress responses in terms of psychological stress (self-reported stress) assessed after the VR session, and physiological stress (heart rate) assessed during the VR session. A total of 30 (26) participants was assigned to a condition with higher (lower) levels of disruptive student behavior, referred to as higher and lower complexity condition, respectively. Results from linear mixed-effects models revealed that neuroticism positively predicted psychological and physiological stress responses in pre-service teachers, whereas classroom management self-efficacy and cognitive (reasoning) abilities were not significantly related to stress responses. Level of complexity and the interaction between complexity and individual characteristics did not have an effect. This study underlines the value of VR as a tool for psychological research and contributes to existing knowledge on teacher characteristics and stress.

What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality.

BACKGROUND: Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteristics as predictors of instructional quality but their relative importance has not yet been tested. AIMS: Hardly any studies have combined central generic and profession-specific variables in ascertaining their relative importance for instructional quality. In the present study, we seek to close this research gap. SAMPLES: We investigated 209 German mathematics teachers and their 4,672 students attending grades 7-10 (13- to 16-year-old students). METHODS: Teacher characteristics (cognitive ability, personality, professional knowledge, beliefs about, and enthusiasm for teaching) were assessed using standardized tests and self-report measures. Instructional quality (learning support, classroom disruptions, and cognitive activation) was rated by the students. RESULTS: Using structural equation modelling, we found extraversion, enthusiasm for teaching, and pedagogical/psychological knowledge to be significant predictors of learning support (R2  = .31) and conscientiousness and enthusiasm for teaching to be significant predictors of classroom discipline (R2  = .21). We did not find significant predictors for cognitive activation. CONCLUSIONS: Our results indicate the relative significance of generic and profession-specific teacher variables for instructional quality. Overall, a substantial amount of variance in instructional quality is explained by teacher characteristics.