TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Fauth, Benjamin
A1  - Gaspard, Hanna
A1  - Göllner, Richard
T1  - Teacher self-efficacy and enthusiasm
T2  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers? self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students? class-level classroom management.
KW  - Teaching quality
KW  - Multilevel latent change model
KW  - Teacher enthusiasm
KW  - Teacher self-efficacy
KW  - Teacher motivation
Y1  - 2020
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/63755
SN  - 0959-4752
SN  - 1873-3263
VL  - 73
PB  - Elsevier
CY  - Oxford
ER  -