Longitudinal relations between teaching-related motivations and student-reported teaching quality

By Anna-Katharina Praetorius, Fani Lauermann, Robert M. Klassen, Oliver Dickhäuser, Stefan Janke, Markus Dresel. 2017

111 citations recorded by the source corpus.

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.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c8f19141a233819579eede005325179cc389c87c

Citations in the corpus

• Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “The few existing longitudinal studies have tended to focus on teacher self-efficacy as a global measure (e.g., Holzberger et al., 2013; Praetorius et al., 2017) and not shown substantial effects of teacher self-efficacy on student-perceived teaching behaviors, but significant and positive effects…”