Abstract This study provides a systematic review of the literature on teachers' cognitive abilities (intelligence test scores and proxies of cognitive abilities such as college entrance exam scores and basic skills test scores) and teacher effectiveness. Twenty-seven studies conducted between 2000 and 2019 constitute the sample for this review. Studies using intelligence test scores were rare, with the results indicating no or negative associations with teacher effectiveness. Studies on proxies of cognitive abilities yielded, at most, small positive relations with teacher effectiveness. However, behind these overall results regarding proxies of cognitive abilities lie interesting heterogeneities, as several studies analyzing different test domains uncover a differentiated pattern of findings. We also identify key limitations related to construct measurement, sampling approaches, statistical analyses and the interpretation and reporting of the included studies, and outline a path for future research on teachers’ cognitive abilities and teacher effectiveness.

中文翻译：

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聪明的老师，成功的学生？教师认知能力和教师效能相关文献的系统回顾

摘要 本研究对有关教师认知能力（智力测验成绩和高考成绩和基本技能测验成绩等认知能力指标）和教师效能的文献进行了系统回顾。2000 年至 2019 年期间进行的 27 项研究构成了本次审查的样本。使用智力测试分数的研究很少见，结果表明与教师效率没有或负相关。对认知能力代理的研究最多产生了与教师有效性的微小正相关关系。然而，在这些关于认知能力代理的总体结果背后存在着有趣的异质性，因为几项分析不同测试领域的研究揭示了不同的发现模式。