Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science

Teig, Nani; Nilsen, Trude

doi:10.1016/j.stueduc.2022.101170

Cited by 15 publications

(10 citation statements)

References 107 publications

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“…Despite, the PE domain differs significantly from the secondary-level units in scope: PE aims at supporting a broad-based development of students putting emphasis on the social, emotional and cultural skills, whereas in secondary education, the main focus lies in the development of cognitive skills. This bears a significant impact on the dimensions of quality, as has been also observed by other scholars (Hasan et al , 2018; Teig and Nilsen, 2022).…”

Section: Total Quality Management In Educationsupporting

confidence: 76%

“…It should be noted that, only a few attempts have been made to model quality at the PE level on its own, including the development of a measurement instrument (Hasan et al , 2018; Molina et al , 2020) or the implementation and the impact of some dimensions of quality (Garira, 2020; Teig and Nilsen, 2022). Despite, the PE domain differs significantly from the secondary-level units in scope: PE aims at supporting a broad-based development of students putting emphasis on the social, emotional and cultural skills, whereas in secondary education, the main focus lies in the development of cognitive skills.…”

Section: Total Quality Management In Educationmentioning

confidence: 99%

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An instrument for studying TQM implementation in primary education: development and empirical investigation

Sfakianaki

Kaiseroglou

Kakouris³

2023

QAE

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Purpose Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE. Design/methodology/approach This study developed a seven-dimensional and a 37-item instrument administered to education professionals at public PE institutions in Greece to determine the current stage of TQM implementation at their institution; 2,088 responses were received in total. Principal component analysis, confirmatory factor analysis and structural equation modeling were adopted to test the research instrument. Findings The findings supported the validity and reliability of the instrument and demonstrated that the proposed measures represent actual dimensions that can be used to explore the implementation of TQM in PE. Results also showed that the respondents rated highly the positive impact that TQM can have on their schools, although nonhuman resources have been found inadequate and problematic. Practical implications The field of TQM in PE lacks empirical evidence; this paper provides deep insight into the elements that demonstrate the perception and status of TQM implementation and can support quality implementation plans. Originality/value This study adds value to the TQM literature by developing an instrument for use in PE educational institutions and validating it in a real environment. Practitioners and researchers are thus supplied with the means to facilitate TQM practices, identify weaknesses and opportunities and contribute to social empowerment.

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Section: Total Quality Management In Educationsupporting

confidence: 76%

Section: Total Quality Management In Educationmentioning

confidence: 99%

An instrument for studying TQM implementation in primary education: development and empirical investigation

Sfakianaki

Kaiseroglou

Kakouris³

2023

QAE

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“…The correlation value (R) between learning motivation (X1) and learning discipline (X2) on learning outcomes (Y) is 0.88. This value can be interpreted that the relationship of the three variables tested is in a very strong category (Franco, Coterón, Gómez, & Spray, 2021;Law, Geng, & Li, 2019;Teig & Nilsen, 2022). The coefficient of determination is 0.75 so that it can be interpreted that learning motivation (X1) and learning discipline (X2) contribute 75% to learning outcomes (Y) (Daumiller et al, 2021).…”

Section: Discussionmentioning

confidence: 98%

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

Mujiyanto¹

2022

Ekspose J. Penelit. Huk. dan Pendidik.

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This study aims to determine the effect of learning motivation and learning discipline on student learning outcomes in the subject of Buddhist education using E-Learning learning. This study uses a quantitative approach with the ex post facto method, the nature of the ex post facto is that there is no control over the variables. The sample of this study consisted of junior high school Buddhist religious education students in Semarang district. The data in this study were obtained through non-test techniques in the form of questionnaires and also documentation techniques in the form of student learning outcomes in Buddhist subjects. The data in this study were analyzed using inferential statistical analysis techniques, namely multiple regression analysis. The results of this study indicate that there is a significant influence between students' motivation and learning discipline simultaneously on student learning outcomes in e-learning-based Buddhist subjects (0.00 0.05); and the magnitude of the joint contribution between motivation and student learning discipline on student learning outcomes in e-learning-based Buddhist subjects is 75%.

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“…Supportive climate refers to teachers' sensitivity to student needs such as proactive care, support for autonomous learning and positive rapport which collectively creates a positive learning climate (Wentzel, 1997). Past studies have established the association between supportive climate and student motivation and affect (see Teig & Nilsen, 2022). Further, Gilbert et al (2014) showed that supportive climate linked to higher adoption of mastery, over performance (approach and avoidant), goals.…”

Section: Instructional Quality and Its Association With Achievement G...mentioning

confidence: 99%

“…Although these domains are assumed to be generic, most studies have focused on mathematics (Baumert et al, 2010). In recent years, a fourth dimension of instructional clarity has received increasing attention (e.g., Scherer & Nilsen, 2016; Teig & Nilsen, 2022). We describe these dimensions below.…”

Section: Introductionmentioning

confidence: 99%

Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study

Chan

Liem

2023

Brit J of Edu Psychol

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BackgroundThere is growing interest in studying the co‐occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.AimsThis study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student‐level (i.e., achievement, self‐efficacy, anxiety) and class‐level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).SampleParticipants were 3836 Secondary‐3 (Grade‐9) students from 118 mathematics classes in Singapore.MethodsAchievement goal profiles and their relationships with covariates and student‐level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student‐level goal profiles and different class‐level dimensions of instructional quality.ResultsFour profiles were identified: Average‐All, Low‐All, High‐All and High‐Approach. These profiles differed across covariates and correlates, with High‐Approach students associated with positive outcomes and High‐All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High‐Approach profile than Average‐All and Low‐All, but not High‐All.ConclusionCertain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.

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Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science

Cited by 15 publications

References 107 publications

An instrument for studying TQM implementation in primary education: development and empirical investigation

An instrument for studying TQM implementation in primary education: development and empirical investigation

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study

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