Teach – School context, Teacher motivation and teaching quality Renewal proposal for the research project “Teach - The Role of Teacher Beliefs and Instructional Practices for Student Beliefs and Academic Outcomes”

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This research project renewal aims to continue our work in the research project ‚Teach‘ which examines based on theories of learning and instruction and referring to models from educational psychology longitudinal relations between characteristics of teacher motivation, teacher- and student-reported teaching quality and motivational and cognitive learning outcomes of students at the end of secondary education. The renewal proposal pursues the objective to extend the original theoretical ‘Teach’ model through the integration of school resources and demands referring to research on the job demands-resources model. We aim to examine the direct effects of school contextual variables reported by teachers, teacher motivation, teaching quality (reported by students and teachers) and motivational and cognitive characteristics of students exist. School-related context variables that will be considered are, for example, cooperation with colleagues, school leadership, excessive work demands and participation of teachers in school-related processes. We are also investigating whether and how school-related context variables moderate the relations between teacher motivation, teaching quality and student learning as described in our theoretical Teach model. Our planned project refers to the longitudinal relations between teacher motivation, teaching quality and student academic outcomes that we theoretically described in our ‚Teach‘ model and extends the original model by including school context variables.