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Abstract
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An educational system should demonstrate different factors to be considered successful; these factors may vary from facilities to teachers. It is no secret that teachers play a vital role in educational system. Successful and effective teachers can truly ensure success of any educational system. Research supports this notion that a good teacher and actions to be taken on his part in the classroom play an important role in provoking effective and efficient
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learning on the part of the students (Markley, 2004). Teachers also have a fundamental role in their learners’ academic achievement and their quality can highly influence student outcomes
(Campbell, Kyriakides, Muijsc & Robinsona, 2004; Lasley II, Siedentop & Yinger, 2006; Rockoff, 2004). Now, the question that arises here is what are the characteristics of an effective and successful teacher? Unfortunately, the characteristics usually investigated (e.g., certification status, standardized test scores) account for only a small amount of the difference between effective and ineffective teachers, and it is often not feasible to hire based on candidates’ experience, which is the most powerful predictor of teacher performance (Rockoff, Jacob, Kane, & Staiger,2011). Consequently, some have begun to call for the investigation of “nontraditional” predictors of teachers’ effectiveness, with the hope that heretofore underresearched variables may be capable of further explaining differences in teachers’ performance (Bastian, 2013; Rockoff et al., 2011). One of these nontraditional predictors is teacher personality. Personality characteristics are shown to affect job performance across different occupational groups (Barrick & Mount, 1991; Lounsbury, Park, Sundstorm, Williamson, and Pamberton, 2004; Rothstein, & Goffin, 2006; Ones, Dilchert, Viswesraran, and Judge, 2007), and teaching is not an exception. The importance of teacher personality is to the extent that Lew (1977) pointed out that good teachers are th
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