Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem

Abstract

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.

Psychological analysis of prospective studies of continuous pedagogic education within the framework of the convergence principle: traditions and innovations

“…It is noteworthy that in his theoretical and empirical studies, the author demonstrates that any change in the social environment, the appearance of new socialization institutions in a child contain risks of adolescent bullying [47]. Teachers, making conclusions about the situation of adolescent bullying and manifestations of adolescent aggression, are based primarily on their characteristics of emotional intelligence [48].…”

The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers

“…The significant and important direct effects shown in this study may be of help in the enhancement of the existing research (Ballou & Springer, 2015;Blazar & Kraft, 2017;Fatima, 2021;Hartlep et. al., 2015;Oduntan, 2022;Rivas, 2017;Volkova, 2022;Wang et. al., 2017) on RTS and PPT.…”

“…If teachers cannot engage their students, they will not reach their objectives as teachers with good personality traits aid students in less time (Rivas, 2017) and may develop students' talents and abilities . In Russia, teachers' emotional intelligence and drive showed 21st-century favorable personality qualities for teaching and education administration (Volkova, 2022). In the US, impatient, fast-talking teachers who do not even explain properly are ineffectual (Rubenstein, Ridgley, Callan, Karami & Ehlinger, 2018).…”

Studying the Influence of Gamification Tools on the Development of Emotional Intelligence as a Professionally Significant Property of the Teacher's Personality

“…E.N. Volkova believes that studies of intelligence, personality traits and pedagogical abilities, communicative skills, problems of developing professional self-awareness and self-concept of the teacher have determined both the basis for the standards of higher pedagogical education, professional activity of a teacher, and procedures for certification and evaluation of teachers' activities (Volkova, 2022). According to the conclusions of E. N. Volkova, it is important for a mentor of a modern school to be able not only to listen to the opinions of the students, but also to be able to empathize, understand and accept them.…”