Exploring Teacher Popularity: Associations with Teacher Characteristics and Student Outcomes in Primary School

Autor/inn/en	Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Titel	Exploring Teacher Popularity: Associations with Teacher Characteristics and Student Outcomes in Primary School
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 5, S.1225-1249 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fauth, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9462-x
Schlagwörter	Elementary School Teachers; Teacher Characteristics; Outcomes of Education; Elementary School Students; Teacher Student Relationship; Teacher Effectiveness; Self Efficacy; Grades (Scholastic); Achievement Gains; Student Interests + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Notenspiegel; Achievement gain; Leistungssteigerung; Studieninteresse
Abstract	In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01