Atteberry, A, Loeb, S, and Wyckoff, J (2013). Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness.
Collie, RJ, and Martin, AJ (2016). Adaptability: an important capacity for effective teachers. Educational Practice and Theory, 38(1), 27–39.
Graham, EK, Gerstorf, D, Yoneda, T, Piccinin, AM, Booth, T, Beam, C, Mroczek, D (2018, August 2). A Coordinated Analysis of Big-Five Trait Change Across 16 Longitudinal Samples.
Harris, MA, Brett, CE, Johnson, W, and Deary, IJ (2016). Personality stability from age 14 to age 77 years. Psychology and Aging, 31(8), 862–874.
Kim, LE, Dar-Nimrod, I, and MacCann, C (2017). Teacher Personality and Teacher Effectiveness in Secondary School: personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology.
Smidt, W, Kammermeyer, G, Roux, S, Theisen, C, and Weber, C (2017). Career Success of Preschool Teachers In Germany – the significance of the Big Five personality traits, locus of control, and occupational self-efficacy. Early Child Development and Care, 4430, 1–14.
Watt, HMG, and Richardson, PW (2008). Motivations, Perceptions and Aspirations Concerning Teaching as a Career for Different Types of Beginning Teachers. Learning and Instruction, 18(5), 408–428.