Longitudinal relations between teaching-related motivations and student-reported teaching quality. (July 2017)

• Record Type: Journal Article
• Authors: Praetorius, Anna-Katharina; Lauermann, Fani; Klassen, Robert M.; Dickhäuser, Oliver; Janke, Stefan; Dresel, Markus
• Is Part Of: Teaching and teacher education. Volume 65(2017)
• Page Start: 241
• Page End: 254
• Publication Date: 2017-07
• Subjects: Teacher motivation -- Teaching quality -- Longitudinal effects -- Teachers' self-efficacy -- Teachers' enthusiasm; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.03.023
• Languages: English
• ISSNs: 0742-051X

Abstract

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. Highlights: Teacher motivation and teaching quality were stable to a large extent. Controlling for stable inter-individual differences, no longitudinal effects occurred. Trait aspects of enthusiasm and teaching quality were highly related. Trait aspects of self-efficacy and teaching quality were weakly related.