Praetorius, Anna, Lauermann, Fani, Klassen, Robert Mark orcid.org/0000-0002-1127-5777 et al. (3 more authors) (2017) Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education. pp. 241-254. ISSN 0742-051X
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | ©2017 Elsevier Ltd. All rights reserved. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. |
Keywords: | Longitudinal effects,Teacher motivation,Teachers’ enthusiasm,Teachers’ self-efficacy,Teaching quality |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 18 Apr 2017 11:20 |
Last Modified: | 02 Apr 2025 23:09 |
Published Version: | https://doi.org/10.1016/j.tate.2017.03.023 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.tate.2017.03.023 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:115142 |
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