By the same authors

From the same journal

From the same journal

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

Research output: Contribution to journalArticlepeer-review

Full text download(s)

Published copy (DOI)



Publication details

JournalTeaching and Teacher Education
DateAccepted/In press - 27 Mar 2017
DateE-pub ahead of print - 13 Apr 2017
DatePublished (current) - Jul 2017
Number of pages14
Pages (from-to)241-254
Early online date13/04/17
Original languageEnglish


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.

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.

    Research areas

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

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations