Exploring teacher popularity. Associations with teacher characteristics and student outcomes in primary school.

Autor/inn/en	Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Titel	Exploring teacher popularity. Associations with teacher characteristics and student outcomes in primary school.
Quelle	In: Social psychology of education, 21 (2018) 5, S. 1225-1249 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustration
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1573-1928
DOI	10.1007/s11218-018-9462-x
Schlagwörter	Längsschnittuntersuchung; Unterrichtsbeobachtung; Charakter; Einstellung (Psy); Persönlichkeit; Selbstwirksamkeit; Schuljahr 03; Grundschule; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Fachkompetenz; Lernerfolg; Unterricht; Regressionsanalyse; Naturwissenschaftlicher Unterricht; Überzeugung; Qualität; Wirkung; Deutschland
Abstract	In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/3