@article{LazaridesSchiefele2021, author = {Lazarides, Rebecca and Schiefele, Ulrich}, title = {The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {76}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101489}, pages = {16}, year = {2021}, abstract = {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 relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.}, language = {en} }