School characteristics and instructional quality: How school characteristics affect teachers' instructional quality and motivation

学校应该支持学校的教学质量。然而，教学质量主要取决于教师和学生的特点。在本研究中，我们打算分析学校特征如何预测教学质量，以及教师动机如何在这种关系中起中介作用。特别是，我们考察了教师敬业度(作为一种动机特征)和他们的教学质量在不同学校之间的差异，以及学校特征是否直接或通过教师敬业度来预测教学质量。最后，我们考察了教师、学校和教师教学质量之间可能存在的人-环境交互作用。为了回答研究问题，我们重新分析了PISA-2003研究中的数据，在该研究中，1939名数学和科学教师报告了他们的投入水平、教学质量(课堂管理、师生关系、认知激活)以及他们对学校特征的看法(例如，教师合作、领导行为)。此外，198名校长也被要求对学校特色进行评估。将分析双潜在模型，以解决数据的多层次结构。研究结果将为研究教师的教学质量和动机特征时如何纳入学校特色提供参考。

Schools are supposed to support the instructional quality in schools. Instructional quality, however, is determined primarily by teacher and student characteristics. In the present study, we intend to analyze how school characteristics predict instructional quality and how teacher motivation may mediate this relationship. In particular, we examine how teachers engagement (as one motivational characteristic) and their instructional quality differs across schools and whether school characteristics predict instructional quality directly or mediated by teachers' engagement. Finally, we investigate possible person-environment interactions between teachers, schools and teachers instructional quality. To answer the research questions, we re-analyze data from the PISA-2003 study, in which 1939 math and science teachers reported their level of engagement, instructional quality (classroom management, teacher-student-relationship, cognitive activation) and their perceptions of school characteristics (e.g., teacher collaboration, leadership behavior). Moreover, 198 principals were asked to evaluate the school characteristics as well. Doubly-latent models will be analyzed to address the multi-level structure of the data. The results will inform research about how school characteristics should be included when teachers instructional quality and motivational characteristics are investigated.