Federici and Skaalvik (2014) described that emotional support from teachers is manifested when they show their warmth, respect, love, and level of trust to their students. According to Tennant et al. (2015), when learners receive positive emotional support from their teachers they tend to score higher on standardized tests. Strati et al. (2017) state that when students face emotional obstruction such as, teacher’s disrespect, sarcasm, or negative attitude towards specific students, the level of student engagement declines. Suldo et al. (2009) emphasized the overwhelming impact of negative teacher behaviors by claiming that negative emotional obstruction is «easily recalled» compared to emotional support. Moreover, Mayer and Turner (2002) argued that a lack of support in an academic setting might lead to loss of motivation and decreased engagement. They suggested that the behavior displayed by the teacher might influence not only students’ behavior but also their educational and emotional success.
According to Sandlin’s (2019) case study, students believed that teachers’ personalities have a significant impact on their engagement. Most students identified agreeableness and extraversion as important traits for building classroom engagement. Tennent et al. (2015) also emphasized the importance of positive relationships between teachers and students in achieving desirable outcomes.
Conclusion. This paper highlights the importance of teacher personality and student engagement in academic performance. Positive teacher traits, such as friendliness, openness, agreeableness, competence, and responsibility, can lead to better engagement and academic outcomes. Negative traits, such as neuroticism and introversion, can have the opposite effect. Supportive attitudes and emotional support from teachers can improve engagement, while negativity can harm it. Further research should observe teachers and students in authentic environments to provide empirical evidence.
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