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

Anna Praetorius, Fani Lauermann, Robert Mark Klassen, Oliver Dickhauser, Stefan Janke, Markus Dresel

Research output: Contribution to journalArticlepeer-review


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.
Original languageEnglish
Pages (from-to)241-254
Number of pages14
JournalTeaching and Teacher Education
Early online date13 Apr 2017
Publication statusPublished - Jul 2017

Bibliographical note

©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.


  • Longitudinal effects
  • Teacher motivation
  • Teachers’ enthusiasm
  • Teachers’ self-efficacy
  • Teaching quality

Cite this