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，我们试图分析学校特征如何预测教学质量，以及教师动机如何调节这种关系。特别是，我们研究如何教师的参与（作为一个动机特征）和他们的教学质量不同的学校，学校的特点是否直接预测教学质量或教师的参与调解。最后，我们探讨了教师、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，我们重新分析了比萨-2003研究的数据，其中1939名数学和科学教师报告了他们的参与程度，教学质量（课堂管理，师生关系，认知激活）以及他们对学校特色的看法（例如，领导行为（Leadership Behavior）此外，198名校长也被要求评估学校的特色。将分析双潜在模型以解决数据的多级结构。本研究结果将有助于研究在探讨教师教学品质与动机特质时，应如何将学校特质纳入考量。

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.