Identifying Effective Teachers: The Relation between Teaching Profiles and Students' Development in Achievement and Enjoyment

Autor/inn/en	Holzberger, Doris; Praetorius, Anna-Katharina; Seidel, Tina; Kunter, Mareike
Titel	Identifying Effective Teachers: The Relation between Teaching Profiles and Students' Development in Achievement and Enjoyment
Quelle	In: European Journal of Psychology of Education, 34 (2019) 4, S.801-823 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holzberger, Doris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-00410-8
Schlagwörter	Teacher Effectiveness; Correlation; Academic Achievement; Achievement Gains; Secondary School Students; Mathematics Teachers; Outcomes of Education; Profiles; Comparative Analysis; Student Development; Emotional Development; Secondary School Teachers; Teacher Student Relationship; Mathematics Instruction + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Schulleistung; Achievement gain; Leistungssteigerung; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Charakterisierung; Profilanalyse; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht
Abstract	Teaching effectiveness has often been described from a variable-centered perspective according to instructional, organizational, and emotional teaching characteristics and their prediction of students' outcomes. Adopting a person-centered approach, the present study analyzed how multiple variables of teaching quality co-occur simultaneously within teachers and how these teaching profiles are related to students' development in achievement and enjoyment. Data from 3483 secondary students and their 155 mathematics teachers were analyzed at two measurement points. A latent profile analysis identified high-, medium-, and low-quality teaching profiles. Multilevel analyses revealed that the high-quality profile--as compared to the medium-quality profile--was positively related to achievement gains, whereas no significant difference was found for students' development in enjoyment. The findings reveal quantitative instead of qualitative teaching profiles and challenge the implicit assumption the higher the better. In particular, effective teachers may not need to display the highest levels in all teaching aspects. Instead, different thresholds for teaching effectiveness may apply for students' achievement gains and emotional development, respectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01