Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for high-quality teaching. Little is known about the relative strength of the effects of teacher ...self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers’ motivational characteristics and relevant dimensions of teaching quality.
•We used multilevel modeling with student and teacher data.•Teacher self-efficacy related to teacher-reported teaching quality.•Teacher educational interest related to teacher- and student-reported support.•Teacher knowledge did not relate to teacher- or student-rated teaching quality.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Zusammenfassung
Für Lehrkräfte besteht in Deutschland eine allgemeine Pflicht zur Fortbildung, jedoch gibt es nur in wenigen Bundesländern konkrete Vorgaben zum Umfang dieser Verpflichtung und zur ...Dokumentation der Fortbildungsaktivitäten. Diese Arbeit untersucht daher die Bedeutsamkeit dieser gesetzlichen Verpflichtung für die Fortbildungsteilnahme von Lehrkräften. Anhand der Daten zur Fortbildungsaktivität aus den IQB-Ländervergleichen 2011, 2012 und dem IQB-Bildungstrend 2015 wurde mittels logistischer und linearer Regressionsmodelle analysiert, inwiefern die Teilnahme an einer Fortbildung sowie die Anzahl besuchter Fortbildungen in Zusammenhang mit den in einem Bundesland bestehenden Vorgaben zum Fortbildungsumfang und der Pflicht zum Nachweis absolvierter Fortbildungen steht. Die Ergebnisse zeigen, dass die Wahrscheinlichkeit zur Teilnahme an einer Fortbildung nur in einer der drei Studien höher ausfällt, wenn eine spezifische Fortbildungspflicht besteht. Zudem lassen sich über alle betrachteten IQB-Studien hinweg positive Zusammenhänge zwischen den gesetzlichen Vorgaben zum Fortbildungsumfang und der Anzahl besuchter Fortbildungen nachweisen. Die Zugehörigkeit zu Bundesländern mit Nachweispflicht steht jedoch nicht in systematischem Zusammenhang zur Fortbildungsteilnahme. Die Ergebnisse verweisen darauf, dass sich die Teilnahme an Fortbildungen in begrenztem Ausmaß durch gesetzliche Vorgaben steuern lässt. Mögliche Implikationen für die Erhöhung der Fortbildungsteilnahme werden diskutiert.
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. ...The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which – in turn – was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students’ interest in elementary school.
•We tested effects of elementary teachers' self-efficacy and support on student interest.•Teachers' self-efficacy beliefs (T1) predicted student-perceived teacher support (T2).•Teacher support (T2) predicted students' interest (T3).•No significant relation occurred between teachers' self-efficacy and student interest.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Teacher motivation is crucial for teaching quality and student learning. Although it has been proposed that teacher motivation is reciprocally related to teaching behaviors and student outcomes, such ...relations have rarely been tested. Thus, the question whether teacher motivation precedes teaching behaviors and student outcomes, or vice versa, is unresolved.
This study aims to examine reciprocal relations between mathematics teachers' self-efficacy for emotional support and enthusiasm for teaching, theoretically aligned student-reported teaching behaviors (student-reported emotional support and teacher enthusiasm), and students' mathematics enjoyment and achievement.
Participants were 959 students and their 50 mathematics teachers who participated in at least two of three measurement occasions between the beginning of Grade 9 and the middle of Grade 10.
Multilevel manifest cross-lagged panels were carried out using three waves of student and teacher data.
Teacher self-efficacy predicted subsequent student-reported emotional support, whereas teacher enthusiasm positively predicted expressed enthusiasm. Teacher self-efficacy also contributed positively to subsequent student enjoyment. Student-reported emotional support positively predicted subsequent student enjoyment, and students' achievement positively predicted subsequent student-reported emotional support and expressed enthusiasm.
Our findings indicate that teacher motivation precedes teaching behaviors and student outcomes, rather than the other way around.
•Reciprocal effects of teacher motivation, teaching and student outcomes are focused.•Multilevel cross-lagged analyses based on 959 students and their 50 math teachers.•Teacher motivation predicted support, expressed enthusiasm and student enjoyment.•Student-reported support predicted student enjoyment (but not achievement).•Student achievement predicted student-reported support and expressed enthusiasm.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Zusammenfassung
Obwohl der Einsatz digitaler Medien in Lehr-Lern-Prozessen zunehmend an Bedeutung gewinnt, befassen sich Studien nur vereinzelt mit der Frage, inwiefern digitale Medien im Unterricht ...zur Umsetzung von Unterrichtsqualitätsdimensionen genutzt werden. Gleichzeitig ist wenig über die Bedingungsfaktoren einer solchen qualitätsvollen Umsetzung von Unterricht mit digitalen Medien bekannt. Die vorliegende Studie untersucht vor diesem Hintergrund, inwiefern Schulmerkmale vermittelt über Lehrkräftemerkmale dazu beitragen, dass Lehrkräfte digitale Medien nutzen, um im Unterricht zu strukturieren, kognitiv zu aktivieren, konstruktiv zu unterstützen sowie zu individualisieren. Ausgewertet wurden Daten von 280 Lehrkräften an Schulen der Sekundarstufe in Deutschland (52,1 % weiblich, Alter:
M
= 43,88, SD = 10,00). Die Ergebnisse des Strukturgleichungsmodells verweisen darauf, dass die Zufriedenheit mit der schulischen Unterstützung zum Einsatz digitaler Medien vermittelt über die digitalen (berufsunabhängigen) Kompetenzselbsteinschätzungen in positivem Zusammenhang mit der Nutzung digitaler Medien zum Zwecke der Individualisierung, kognitiven Aktivierung und konstruktiven Unterstützung im Unterricht steht. Die von Lehrkräften berichtete vielfältige technische Schulausstattung sowie die berichteten positiven Wertüberzeugungen in Bezug auf den Einsatz digitaler Medien im Unterricht sind direkt positiv mit der Nutzung digitaler Medien zur Umsetzung der Unterrichtsqualitätsdimensionen assoziiert.
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Background
Students’ self‐concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations.
Aims
...Referring to Pekrun’s control‐value theory, this study investigated whether teacher‐reported teaching quality at the classroom level would moderate the relation between student‐level mathematics self‐concept at the beginning of the school year and students’ achievement emotions at the middle of the school year.
Sample
Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed.
Method
Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi‐level modelling and cross‐level interaction analyses were used to examine the longitudinal relations between self‐concept, teacher‐perceived teaching quality, and achievement emotions as well as potential interaction effects.
Results
Mathematics self‐concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher‐reported structuredness decreased students’ anxiety. Mathematics self‐concept only had a significant and positive effect on students’ enjoyment at high levels of teacher‐reported cognitive activation and at high levels of structuredness.
Conclusions
High teaching quality can be seen as a resource that strengthens the positive relations between academic self‐concept and positive achievement emotions.
Full text
Available for:
BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Although gender differences in students' domain-specific interest are well-documented, little is known about the stability of such gender differences among young age groups in elementary school. ...Moreover, few studies have considered differences within gender groups. The present study examines the development of gender differences in students' interest in mathematics and language arts and the role of students' migration and socio-economic background for changes in girls' and boys' domain-specific interests. The sample included 2316 students (48.2 % female; Mage = 9.30 years; 76.4 % born in Germany) assessed at three measurement times in elementary school. Linear growth models revealed stable differences by gender. Interaction effects of gender and migration background as well as gender and socio-economic background were found for interest in language arts, but not for mathematics. Results underline the importance of considering several social categories as well as their interactions when aiming to understand students' subject-specific level of interest and their interest development.
•Interest development in mathematics and language in elementary school was studied.•Gender differences in student interest were stable from 3rd Grade to 4th Grade.•Interaction effects were found for the intercept and slope in language interest.•Gender interacted with migration background and socio-economic background.•No interaction effects were found for mathematics interest.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in ...“German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 ...students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.)
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
PDF
