Robert Klassen

University of York, Educational Studies, Faculty Member

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I'm Professor and Chair of the Psychology in Education Research Centre at the University of York, UK.

Our research group is focused on the application of psychological theory and practice to educational contexts. I am currently focused on identifying key psychological characteristics of teachers (motivation, engagement, emotions, personality).
Address: Psychology in Education Research Centre, Department of Education, University of York, UK YO10 5DD

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Papers by Robert Klassen

Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis

Educational Research Review, 12, 59-76

Considerable research has been conducted based on the assumption that teachers’ psychological cha... more 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 1⁄4 :10 between overall psychological characteristics and teaching effectiveness. The strongest effect found was for self-efficacy on evaluated teaching performance (􏰂r 1⁄4 :28). Implications for practice and future research are discussed.

Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study

The purpose of this longitudinal mixed methods study was to examine the development of self-effic... more The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre-service teachers who completed eight weekly electronic surveys during their two-month final practicum in a Canadian teacher education program. The study investigates the patterns of self-efficacy and work stress during a critical period in the formation of new teachers. Latent growth curve analysis revealed a pattern of significantly increasing self-efficacy and significantly decreasing stress, although the trajectories were independent of each other. Qualitative analysis of multiple collective cases highlighted the variability of self-efficacy and stress patterns within the practicum experience, and underscored the critical influence of relationships with mentor teachers on self-efficacy and stress.

Robert Klassen

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