The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis

Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.

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Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

10.31234/osf.io/5926v ◽

2021 ◽

Author(s):

Martin Daumiller ◽

Stefan Janke ◽

Julia Hein ◽

Raven Rinas ◽

Oliver Dickhäuser ◽

...

Keyword(s):

Higher Education ◽

Self Efficacy ◽

Achievement Goals ◽

Teacher Motivation ◽

Learning Experiences ◽

Teaching Quality ◽

And Performance ◽

Avoidance Goals ◽

Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

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A Fuzzy Logic and Multilevel Analysis-Based Evaluation Algorithm for Digital Teaching Quality in Colleges and Universities

Scientific Programming ◽

10.1155/2021/7026531 ◽

2021 ◽

Vol 2021 ◽

pp. 1-7

Author(s):

Zhong Han

Keyword(s):

Quality Assessment ◽

Multilevel Analysis ◽

Quality Evaluation ◽

Evaluation Method ◽

Teaching Quality ◽

Colleges And Universities ◽

Tree Model ◽

Assessment Index ◽

Structure Tree ◽

Evaluation Algorithm

To address the limitations of the university digital teaching quality assessment algorithms as well as the large evaluation mistakes in the existing algorithms, this paper presents a unique university digital teaching quality evaluation method based on multilevel analysis. First, the existing state of digital teaching quality evaluation in colleges and universities is studied to develop an evaluation index for digital teaching quality. Then, to identify and compute the weight of digital teaching quality indicators, an index weight evaluation matrix is built and the weight of digital teaching quality assessment indicators is plotted using a multilevel structure tree model. Then, from the top to the bottom of the tree, this paper computes the hierarchical ranking of assessment indicators. Additionally, this paper computes the membership degree of index evaluation, normalises the evaluation indicators, and completes the digital teaching quality assessment with the digital teaching confidence calculation. The experimental results demonstrate that the proposed method’s digital teaching quality assessment index has a high degree of accuracy and low evaluation error.

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Is the Italian student survey on teaching reliable? For what purposes?

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9108 ◽

2019 ◽

Author(s):

Enrico Zaninotto

Keyword(s):

Teaching Quality ◽

Personal Interest ◽

Student Survey ◽

National Agency ◽

Student Evaluations Of Teaching ◽

Teaching Activities ◽

Four Dimensions ◽

Evaluation Of Teaching ◽

Level Scale ◽

Dimensions Of Teaching

Italian universities submit a compulsory survey to students for the evaluation of teaching activities. The questionnaire, designed by the Italian National Agency for University and Research System Evaluation (ANVUR), aims to evaluate four dimensions of teaching quality (course, instructor, personal interest and overall satisfaction) through twelve questions on a four-level scale. This paper addresses first the issue of the questionnaire’s reliability in the representation of the four evaluation dimensions. The main result is that the questionnaire do not represent properly the four dimensions of evaluation which it is intended for. Secondly, through a preliminary statistical analysis, it discusses the use of the survey for comparative purposes. A comparative analysis can be adversely affected by several contextual and subjective factors, like the size of the class and the gender of the instructor. The paper concludes by discussing the difficulty of finding proper conditioning, and raises doubts regarding an uncritical comparative use of student evaluations of teaching activities.

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Supervisi Kepala Sekolah Terhadap Guru di SMK LPMD Adow Kecamatan Pinolosian Tengah Kabupaten Bolaang Mongondow Selatan

LEADERIA: Jurnal Manajemen Pendidikan Islam ◽

10.35719/leaderia.v2i1.59 ◽

2021 ◽

Vol 2 (1) ◽

pp. 23-31

Author(s):

Muliadi Mokodompit

Keyword(s):

Academic Motivation ◽

Teacher Motivation ◽

Field Research ◽

Teaching Quality ◽

Research Approach ◽

Knowledge And Skills ◽

Academic Activities ◽

Quality Of Learning ◽

Principal Supervision

Principal's supervision is part of efforts to ensure the quality of academic activities. Through the supervision the principal can direct teachers to improve the quality of learning in schools. This study aims to: "analyze the implementation of Principal Supervision of Teachers at SMK LPMD Adow, Central Pinolosian District, South Bolaang Mongondow Regency". This research is a qualitative descriptive form with a field research approach. Research informants were teachers of SMK LPMD Adow Pinolosian Tengah, cocnsists of 10 teachers. The data were collected using interview and documentation techniques. The results showed that the implementation of the Principal's Supervision was carried out in a planned, organized and periodic manner. The supervision stage begins with forming a supervision team, then the team formulates supervision objectives, supervision objectives, and makes supervision instruments. Supervision of the Principal of SMK LPMD Adow uses a persuasive approach, namely prioritizing feelings and maintaining harmonization. Thus, Principal Supervision at SMK LPMD Adow improves teacher teaching quality and teacher motivation in developing teaching knowledge and skills. In conclusion, that Principal’s Supervision increases teacher motivation in improving teacher knowledge and skills comperehensively, so that it has an impact on the teaching quality of teachers in the classroom. Keywords: academic, motivation to teach a teacher, quality of Learning, supervision Supervisi Kepala Sekolah merupakan bagian dari upaya menjamin mutu kegiatan akademik. Melalui supervisi kepala sekolah dapat mengarahkan guru untuk meningkatkan kualitas pembelajaran di sekolah. Penelitian ini bertujuan untuk: “menganalisis pelaksanaan Supervisi Kepala Sekolah terhadap Guru di SMK LPMD Adow Kecamatan Pinolosian Tengah, Kabupaten Bolaang Mongondow Selatan”. Penelitian ini termasuk jenis deskriptif kualitatif dengan pendekatan field research. Informan penelitian adalah Guru-Guru SMK LPMD Adow Pinolosian Tengah yang berjumlah 10 orang. Data dikumpulkan menggunakan teknik wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan Supervisi Kepala Sekolah dilakukan secara terencana, terorganisisr dan berkala. Tahapan supervisi dimulai dengan pembentuk tim supervisi, kemudian tim merumuskan tujuan supervisi, sasaran supervisi, dan membuat instrumen supervisi. Supervisi Kepala Sekolah SMK LPMD Adow menggunnakan pendekatan persuasif, yaitu mengutamakan perasaan dan menjaga harmonisasi. Dengan demikian, Supervisi Kepala Sekolah di SMK LPMD Adow meningkatkan kualitas mengajar Guru dan motivasi guru dalam mengembangkan pengetahuan dan keterampilan mengajar. Sebagai kesimpulan, bahwa Supervisi Kepala Sekolah meningkatkan motivasi guru dalam meningkatkan pengetahuan dan keterampilan guru secara berkelanjutan, sehingga berdampak pada kualitas mengajar Guru di Kelas. KataKunci: akademik, motivasi mengajar guru, kualitas pembelajaran, supervisi

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Teaching Quality in Higher Education: Agreement Between Teacher Self-reports and Student Evaluations

10.31234/osf.io/9yw7f ◽

2021 ◽

Author(s):

Martin Daumiller ◽

Stefan Janke ◽

Julia Hein ◽

Raven Rinas ◽

Oliver Dickhäuser ◽

...

Keyword(s):

Higher Education ◽

Teaching Quality ◽

Self Report ◽

Global Factor ◽

Student Assessments ◽

Self Reports ◽

Teacher Reports ◽

Quality In Higher Education ◽

Student Reports ◽

Dimensions Of Teaching

Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, their aggregation in the form of overall teaching quality reflects differences in teaching quality between teachers well. Accordingly, we test a ten-item measure that allows faculty to self-report their overall teaching quality based on the aspects distinguished in the SEEQ (Marsh, 1982, 2007). Using 17,508 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overall teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overall teaching quality for nomothetic research in higher education.

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