The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics
- Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relationsTeacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.…
| Verfasserangaben: | Rebecca LazaridesORCiDGND, Ulrich SchiefeleORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.learninstruc.2021.101489 |
| ISSN: | 0959-4752 |
| ISSN: | 1873-3263 |
| Titel des übergeordneten Werks (Englisch): | Learning and instruction : the journal of the European Association for Research on Learning and Instruction |
| Untertitel (Englisch): | a multilevel analysis |
| Verlag: | Elsevier |
| Verlagsort: | Oxford |
| Publikationstyp: | Wissenschaftlicher Artikel |
| Sprache: | Englisch |
| Datum der Erstveröffentlichung: | 10.04.2021 |
| Erscheinungsjahr: | 2021 |
| Datum der Freischaltung: | 07.11.2022 |
| Freies Schlagwort / Tag: | Multilevel; Teacher interest; Teacher motivation; Teacher self-efficacy; Teaching quality; analysis |
| Band: | 76 |
| Aufsatznummer: | 101489 |
| Seitenanzahl: | 16 |
| Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer Review: | Referiert |
