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Author(s): Praetorius, Anna-Katharina; Lauermann, Fani; Klassen, Robert M.; Janke, Stefan; Dickhäuser, Oliver; Dresel, Markus
Title: Longitudinal relations between teaching-related motivations and student-reported teaching quality
In: Teaching and Teacher Education, 65 (2017) , S. 241-254
DOI: 10.1016/j.tate.2017.03.023
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Teaching-related motivations are often assumed to influence teaching quality; however, the empirical evidence regarding the directionality of such influences is scarce. The present study thus examined the reciprocal links between teaching-related motivations (self-efficacy and enthusiasm for teaching) and student-reported teaching quality (classroom management, learning support, and cognitive activation). Two-level cross-lagged panel analyses across three time points (with an initial sample of 165 secondary-level mathematics teachers and their 4273 students) revealed no significant cross-lagged effects when teachers' stable inter-individual differences are taken into account. Our findings suggest that teachers' motivations are remarkably stable over time. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation