The research project focuses on teachers’ learning motivation and learning performance in professional learning activities. Three assumptions as follows: (1) the quality of teaching has been... Show moreThe research project focuses on teachers’ learning motivation and learning performance in professional learning activities. Three assumptions as follows: (1) the quality of teaching has been significantly improved after a period of study in professional learning activities (2) teachers’ teaching quality and their learning motivation are interrelated, (3) teacher personal characteristics and school working conditions are important for their learning motivation. To explore these topics, students and supervisors from professional learning activities are invited to evaluate teaching quality, teachers who differed in the experience with the programme from primary education participated in this project to explore their perceptions of learning motivation. The final results indicated that teachers' learning motivation is not related to teachers' teaching quality. Show less
Lans, R.M. van der; Cremers, J.; Klugkist, I.; Zwart, R. 2020
This study explores new directions to study and combine measurements of instructional expertise and teachers' interpersonal relationships with students. The sample comprises 34 in-service teachers.... Show moreThis study explores new directions to study and combine measurements of instructional expertise and teachers' interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers' instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers' interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers' interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers' instructional expertise, the more teachers' interpersonal relationships are described as "directing" and "helpful" by all students in the class. Show less
