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.
| Original language | English |
|---|---|
| Pages (from-to) | 241-254 |
| Number of pages | 14 |
| Journal | Teaching and Teacher Education |
| Volume | 65 |
| Early online date | 13 Apr 2017 |
| DOIs | |
| Publication status | Published - 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.Keywords
- Longitudinal effects
- Teacher motivation
- Teachers’ enthusiasm
- Teachers’ self-efficacy
- Teaching quality
