Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice |
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| Institution: | 1. Department of Educational Sciences, Centre for Educational Effectiveness and Evaluation, K.U. Leuven, Dekenstraat 2, Leuven B-3000, Belgium;2. Department of Educational Sciences, University of Groningen, The Netherlands;1. School of Education, Bar-Ilan University, Ramat-Gan, Israel;2. Faculty of Education, La Trobe University, Melbourne, Victoria, Australia;1. Department of Psychology, University of Augsburg, Universitaetsstraße 10, 86159 Augsburg, Germany;2. Institute of Education, University of Zurich, Freiestrasse 36, 8032 Zurich, Switzerland;3. German Institute for International Educational Research, Schlossstrasse 29, 60486 Frankfurt am Main, Germany;1. Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany;2. Thurgau University of Teacher Education, Kreuzlingen, Switzerland;3. Institute of Psychology, Humboldt-University Berlin, Germany;4. Department of Psychology, University of Ulm, Ulm, Germany;5. Queens College and the Graduate Center, The City University of New York, New York, USA;1. University of Macau, China;2. FPG Child Development Institute, University of North Carolina at Chapel Hill, USA;1. IDeA Research Center, Frankfurt/Main, Germany;2. Department of Psychology, Goethe-University, Frankfurt/Main, Germany;3. German Institute for International Educational Research (DIPF), Frankfurt/Main, Germany |
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| Abstract: | This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study reveals that the presence of effective classroom practices can be explained by a learner-centered teaching style and by good class management skills. Furthermore, it was found that teachers with a high level of job satisfaction give more instructional support to their classes, especially to classes from a low-ability range, than teachers with a low level of job satisfaction. |
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