The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis |
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| Institution: | 1. Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, Spain, Plaza Universidad, 3, 22001 Huesca, Spain;2. Faculty of Medicine and Health Sciences, Department of Movement and Sports Sciences, Ghent University, Belgium, Watersportlaan, 2, 9000 Ghent, Belgium;3. Faculty of Psychology and Educational Sciences, Department of Developmental, Personality, and Social Psychology, Ghent University, Belgium, Watersportlaan, 2, 9000 Ghent, Belgium;1. Biology Education, Department of Biology I, LMU Munich, Germany;1. University of Potsdam, Department of Education, Karl-Liebknecht Straße 24-25, 14476, Potsdam, Germany;2. University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastraße 6, 72072, Tübingen, Germany;3. School of Education, University of California, 3200 Education Building, Irvine, CA, 92697, USA |
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| Abstract: | 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. |
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| Keywords: | Teacher self-efficacy Teacher interest Teaching quality Multilevel analysis Teacher motivation |
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