Investigating how Personality Traits Influence the Development of Educator-Student Bonds
Type of Presentation
Poster Session
Location
University Library
Start Date
4-9-2026 2:00 PM
End Date
4-9-2026 3:15 PM
Abstract
This literature review investigates how educator personality traits contribute to the development of positive relationships between educators and students. The review incorporates findings from peer reviewed articles published from 2000 to 2025. This review details the specific impact or role these fundamental personality traits have been found to have as a result of a variety of studies across the United States, Switzerland, Germany, United Kingdom, Turkey, Australia, China, and Pakistan. Included studies use qualitative data from teacher reflections on their classroom management, and quantitative data from questionnaires such as the Big five inventories, and meta-analytic methods. Across the literature, traits such as extraversion, agreeableness, conscientiousness, emotional stability, and openness, are consistently associated with being positive indicators of beneficial outcomes for both the educator and student, including an increase in self-efficacy, engagement, and trust. Conversely, the low expression or absence of those traits is correlated to relational conflict and difficulty in establishing a meaningful bond. Studies have also shown how these benefits work to develop a strong and lasting bond between the educator and student that support them to grow academically, socially, and emotionally. Despite these consistent patterns, this literature also notes the gaps of the self-reporting measures that may affect the data due to biases and may limit the accuracy in trait assessment. Overall, the literature highlights the key personality factors that play an important role in developing the positive educator and student relationship and points to the need for future research to use less biased methods and more diverse methods.
Investigating how Personality Traits Influence the Development of Educator-Student Bonds
University Library
This literature review investigates how educator personality traits contribute to the development of positive relationships between educators and students. The review incorporates findings from peer reviewed articles published from 2000 to 2025. This review details the specific impact or role these fundamental personality traits have been found to have as a result of a variety of studies across the United States, Switzerland, Germany, United Kingdom, Turkey, Australia, China, and Pakistan. Included studies use qualitative data from teacher reflections on their classroom management, and quantitative data from questionnaires such as the Big five inventories, and meta-analytic methods. Across the literature, traits such as extraversion, agreeableness, conscientiousness, emotional stability, and openness, are consistently associated with being positive indicators of beneficial outcomes for both the educator and student, including an increase in self-efficacy, engagement, and trust. Conversely, the low expression or absence of those traits is correlated to relational conflict and difficulty in establishing a meaningful bond. Studies have also shown how these benefits work to develop a strong and lasting bond between the educator and student that support them to grow academically, socially, and emotionally. Despite these consistent patterns, this literature also notes the gaps of the self-reporting measures that may affect the data due to biases and may limit the accuracy in trait assessment. Overall, the literature highlights the key personality factors that play an important role in developing the positive educator and student relationship and points to the need for future research to use less biased methods and more diverse methods.