The Perception Problem: A Comparison of Teachers' Self-Perceptions and Students' Perceptions of Instructional Quality

Autor/inn/en	Wisniewski, Benedikt; Röhl, Sebastian; Fauth, Benjamin
Titel	The Perception Problem: A Comparison of Teachers' Self-Perceptions and Students' Perceptions of Instructional Quality
Quelle	In: Learning Environments Research, 25 (2022) 3, S.775-802 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wisniewski, Benedikt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09397-4
Schlagwörter	Foreign Countries; Instructional Effectiveness; Self Concept; Student Attitudes; Perception; Middle Schools; Secondary Schools; Gender Differences; Teacher Attitudes; Germany (Berlin) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtserfolg; Selbstkonzept; Schülerverhalten; Wahrnehmung; Middle school; Mittelschule; Mittelstufenschule; Sekundarschule; Geschlechterkonflikt; Lehrerverhalten
Abstract	Teachers' self-perceptions and their students' perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = 0.35 to 0.50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students' assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people's own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers' and students' perceptions of instructional quality for reflective practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01