A Meta-Analysis of Relationship Between Teachers’ Personnel Characteristics and Academic Results of Students

Purpose of the research. To conduct a meta-analysis to identify and systematize the relationships between key teachers’ personnel characteristics (professional competence, motivation, psychological climate, participation in further professional education, and others) and academic results of students.

Materials and methods. The meta-analysis included 35 scientific articles published between 2019 and 2025, selected from Russian and international electronic bibliometric databases. The selection criteria were relevance to the topic, the presence of an empirical sample, and quantitative results. We used content analysis and comparative analysis methods to systematize the data, summarizing the findings in thematic summary tables.

Results. The analysis established that the greatest influence on student academic achievement comes from a teacher’s professional competence (high correlations r = 0.675 – 0.89), their intrinsic motivation and job satisfaction (β = 0.34 –12.56; r = 0.88 – 0.94), and the quality of the teacher-student relationship (moderate to high correlations r = 0.41 – 0.725). Systematic further professional education shows a consistent positive association with academic performance (r = 0.678; β = 0.31). The influence of factors such as gender matching, salary, and length of service proved weak or statistically insignificant and highly context-dependent.

Conclusion. The meta-analysis results confirm that educational effectiveness is largely determined by a complex of a teacher’s psychological, pedagogical, and personal characteristics, rather than by their formal parameters alone. The most effective directions for educational policy are investing in competence development, supporting motivation and a positive psychological climate, and creating systems for teachers’ continuous professional development.

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