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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.
This study addressed the role of elementary school teachers' classroom management and mastery-oriented instructional practices as mediators of the effects of teacher motivation on student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results from multilevel regression analyses revealed that teacher educational interest contributed to student reports of teachers' instructional practices. These practices, in turn, were significant predictors of students' subject interest and mastery goals at both the student and the class level. Finally, teacher educational interest showed significant and substantial indirect relations to student motivation that were mediated by teachers’ instructional practices.
This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. (C) 2015 Elsevier Inc. All rights reserved.