Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education |
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| Institution: | 4. Center for Research on Education and School Development, TU Dortmund University, Germany;1. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany;2. Institute for Educational Analysis (IBBW), Stuttgart, Germany;1. Institute for Educational Analysis (IBBW), Heilbronner Str. 172, 70191 Stuttgart, Germany;2. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072 Tübingen, Germany;3. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany;4. University of Wuppertal, Rainer-Gruenter-Straße 21, 42119 Wuppertal, Germany;5. Department of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;6. Institute of Educational Sciences, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;7. German Institute for International Educational Research Frankfurt, Schloßstr. 29, 60486 Frankfurt, Germany;1. North Carolina A&T State University, Greensboro, NC, USA;2. University of Texas at Austin, Austin, TX, USA;1. University of Potsdam, Department of Education, Karl-Liebknecht Straße 24-25, 14476, Potsdam, Germany;2. DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany |
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| Abstract: | Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers' self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students’ class-level classroom management. |
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| Keywords: | Teaching quality Multilevel latent change model Teacher enthusiasm Teacher self-efficacy Teacher motivation |
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