TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Schiefele, Ulrich
T1  - The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics
BT  - a multilevel analysis
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - 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.
KW  - Teacher self-efficacy
KW  - Teacher interest
KW  - Teaching quality
KW  - Multilevel
KW  - analysis
KW  - Teacher motivation
Y1  - 2021
U6  - https://doi.org/10.1016/j.learninstruc.2021.101489
SN  - 0959-4752
SN  - 1873-3263
VL  - 76
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Schiefele, Ulrich
T1  - Teacher motivation
BT  - Implications for instruction and learning. Introduction to the special issue
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
Y1  - 2021
U6  - https://doi.org/10.1016/j.learninstruc.2021.101543
SN  - 0959-4752
SN  - 1873-3263
VL  - 76
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Hettinger, Katharina
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
A1  - Schiefele, Ulrich
T1  - Teacher classroom management self-efficacy
BT  - longitudinal relations to perceived teaching behaviors and student enjoyment
JF  - Teaching and teacher education : an international journal of research and studies
N2  - This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
KW  - teacher self-efficacy
KW  - teaching quality
KW  - classroom management
KW  - achievement emotions
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103349
SN  - 0742-051X
SN  - 1879-2480
VL  - 103
PB  - Elsevier
CY  - Oxford
ER  -