Considerable research has been conducted based on the assumption that teachers' psychological characteristics are associated with teaching effectiveness. However, the evidence for this assumption is limited: most research on the topic has been limited to investigations of the links between teachers' self-reported characteristics and other within-teacher, self-reported outcomes. The purpose of this study was to systematically analyze the research exploring two psychological characteristics (self-efficacy and personality) and measures of teaching effectiveness (evaluated teaching performance and student achievement). Analysis of 43 studies representing 9216 participants reveals a significant but small effect size of r-=.10 between overall psychological characteristics and teaching effectiveness. The strongest effect found was for self-efficacy on evaluated teaching performance (r-=.28). Implications for practice and future research are discussed. © 2014 Elsevier Ltd.
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