The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

Fauth, Benjamin; Decristan, Jasmin; Decker, Anna-Theresia; Büttner, Gerhard; Hardy, Ilonca; Klieme, Eckhard; Kunter, Mareike

doi:10.1016/j.tate.2019.102882

Cited by 484Science Education and PedagogyEducation, Achievement, and GiftednessEvaluation of Teaching Practices

The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

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Fauth, Benjamin, Decristan, Jasmin, Decker, Anna-Theresia, Büttner, Gerhard, Hardy, Ilonca, Klieme, Eckhard, Kunter, Mareike·2019·Teaching and Teacher Education

DOI 10.1016/j.tate.2019.102882

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Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement
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“Teachers with higher PCK are better able to implement challenging tasks at a high cognitive level (cognitive activation; Förtsch et al., 2016) and they provide more individual learning support according to student ratings (Baumert et al.”
Background
Knowing What Teachers Know
Gitomer, D., & Zisk, R. (2015) · Review of Research in Education · doi:10.3102/0091732x14557001 · Cited by 93 · see citing works
Grundschulunterricht aus Schüler-, Lehrer- und Beobachterperspektive: Zusammenhänge und Vorhersage von Lernerfolg*
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000129 · Cited by 91 · see citing works
Self-citation
Conceptual Change
Mason, L. (2020) · Oxford Research Encyclopedia of Education · doi:10.1093/acrefore/9780190264093.013.870 · Cited by 88 · see citing works
Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding
Decristan, J., Hondrich, A. L., Büttner, G., Hertel, S., Klieme, E., Kunter, M., Lühken, A., Adl-Amini, K., Djakovic, S.-K., Mannel, S., et al. (2015) · The Journal of Educational Research · doi:10.1080/00220671.2014.899957 · Cited by 83 · see citing works
Self-citation
Teacher expertise
Allen, R. C., & Sims, S. (2018) · The Teacher Gap · doi:10.4324/9781315189222-2 · Cited by 81
Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking'
Leuchter, M., Saalbach, H., & Hardy, I. (2014) · International Journal of Science Education · doi:10.1080/09500693.2013.878482 · Cited by 80 · see citing works
Self-citation
I didn't know oxygen could boil! What preservice and inservice elementary teachers' answers to ‘simple’ science questions reveals about their subject matter knowledge
Rice, D. C. (2005) · doi:10.1080/09500690500069426 · Cited by 73 · cited 1×
“content knowledge and low self-efficacy (Appleton, 2008; Johnston & Ahtee, 2006; Rice, 2005).”
The Stability of Observational and Student Survey Measures of Teaching Effectiveness
Polikoff, M. S. (2014) · American Journal of Education · doi:10.1086/679390 · Cited by 68 · see citing works
Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment
Guo, Y. J., Dynia, J. M., Pelatti, C. Y., & Justice, L. M. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.11.005 · Cited by 66 · see citing works
Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance
Mahler, D., Großschedl, J., & Harms, U. (2017) · International Journal of Science Education · doi:10.1080/09500693.2016.1276641 · Cited by 61 · see citing works
Teacher students’ dilemmas when teaching science through inquiry
Krämer, P., Nessler, S. H., & Schlüter, K. (2015) · Research in Science & Technological Education · doi:10.1080/02635143.2015.1047446 · Cited by 35 · see citing works
Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht
Lange, K., Kleickmann, T., Tröbst, S., & Möller, K. (2012) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-012-0258-z · Cited by 33 · see citing works
Comparing the preparedness, content knowledge, and instructional quality of elementary science specialists and self‐contained teachers
Brobst, J. A., Markworth, K. A., Tasker, T., & Ohana, C. (2017) · Journal of Research in Science Teaching · doi:10.1002/tea.21406 · Cited by 28 · cited 1× · see citing works
“be transferred to the field of elementary science education, where the gap between teacher competence and the high demands of everyday teaching practice is more pronounced than in other domains and grade levels (Appleton, 2008; Brobst et al., 2017).”
Background
Modeling Instructional Sensitivity Using a Longitudinal Multilevel Differential Item Functioning Approach.
Naumann, A., Hochweber, J., & Hartig, J. (2014) · doi:10.1111/jedm.12051 · Cited by 27

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Sorted by citations

Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes
Lauermann, F., & ten Hagen, I. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1991355 · Cited by 163 · see citing works
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
Lauermann, F., & Berger, J. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101441 · Cited by 154 · see citing works
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
Karlen, Y., Hertel, S., & Hirt, C. N. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00159 · Cited by 149 · see citing works
“PCK is related to teachers’ teaching practices as well as to students’ domain-specific knowledge development and achievement (e.g., Förtsch et al., 2016; Fauth et al., 2019; Backfisch et al., 2020).”
BackgroundInfluential
Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis
Wang, J., Tigelaar, D. E. H., Luo, J.-H., & Admiraal, W. (2022) · Comput. Educ. · doi:10.1016/j.compedu.2022.104501 · Cited by 122 · see citing works
Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence
Wang, X. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1301786 · Cited by 118 · see citing works
“Moreover, such positive teacher-student relationships have been associated with increased student self-esteem, a profound sense of belonging, and a heightened overall satisfaction with their school experience (Fauth et al., 2019; Liebowitz and Porter, 2019; Longobardi et al., 2021).”
Background
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Täschner, J., Dicke, T., Reinhold, S., & Holzberger, D. (2024) · Review of Educational Research · doi:10.3102/00346543231221499 · Cited by 154 · see citing works
“In turn, students from teachers with higher teacher self-efficacy beliefs report more engagement in the class (Zee & Koomen, 2020), better relationships with these teachers (Holzberger et al., 2014), and more interest (Fauth et al., 2019; mediated by teaching quality).”
The impacts of open inquiry on students’ learning in science: A systematic literature review
Dah, N. M., Noor, M. S. A. M., Kamarudin, M. Z., & Azziz, S. S. S. A. (2024) · Educational Research Review · doi:10.1016/j.edurev.2024.100601 · Cited by 129 · see citing works
The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age
Liu, Y., Zhao, L., & Su, Y.-S. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19106282 · Cited by 115 · see citing works
“Expanding to the concept of teacher competence, it refers to some specific qualities that teachers possess to satisfy their high professional demands, and is composed of two aspects of competence, which are as follows: the cognitive aspect and the motivational aspect [22,23].”
Background
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education
Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101435 · Cited by 113 · see citing works
Self-citation
Knowledge before belief
Phillips, J., Buckwalter, W., Cushman, F. A., Friedman, O., Martin, A., Turri, J., Santos, L. R., & Knobe, J. (2020) · Behavioral and Brain Sciences · doi:10.1017/s0140525x20000618 · Cited by 253 · see citing works
“For instance, teacher competence enhances student interest and achievement (Fauth et al., 2019).”
Background
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms
Lai, H., Hsieh, P.-J., Uden, L., & Yang, C.-H. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104318 · Cited by 96 · see citing works
Impact of teaching quality on student achievement: student evidence
Engida, M. A., Iyasu, A. S., & Fentie, Y. M. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1367317 · Cited by 84
Evaluation of Online Teaching Quality of Basic Education Based on Artificial Intelligence
Li, M., & Su, Y. (2020) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v15i16.15937 · Cited by 85 · see citing works
Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries
Aslam, S., Alghamdi, A. A., Abid, N., & Kumar, T. (2023) · Sustainability · doi:10.3390/su151914455 · Cited by 75 · see citing works
“The three dimensions of teaching quality (cognitive activation, supportive climate, and classroom management) all refer to the interactions between the teacher and students in the classroom [29].”
Background
Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest
Arthur, Y., Dogbe, C. S. K., & Asiedu-Addo, S. (2022) · Eurasia Journal of Mathematics, Science and Technology Education · doi:10.29333/ejmste/11509 · Cited by 68
Learning processes and their mediating role between teaching quality and student achievement: A systematic review
Christ, A. A., Capon-Sieber, V., Grob, U., & Praetorius, A.-K. (2022) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2022.101209 · Cited by 66 · see citing works
Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment
Hettinger, K., Lazarides, R., Rubach, C., & Schiefele, U. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103349 · Cited by 87 · see citing works
Teachers’ motivational profiles and their longitudinal associations with teaching quality
Thommen, D., Sieber, V., Grob, U., & Praetorius, A.-K. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101514 · Cited by 63 · see citing works
For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training
Dignath, C. (2021) · Metacognition and Learning · doi:10.1007/s11409-021-09271-x · Cited by 61 · see citing works
Teaching for creativity in an EFL context: The predictive roles of school climate, teaching enthusiasm, and metacognition
Greenier, V., Fathi, J., & Behzadpoor, S.-F. (2023) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2023.101419 · Cited by 70 · see citing works
“Several lines of evidence also suggest that teaching with enthusiasm serves as an influential factor in students‘ in terms of both motivational quality and learning outcomes (Fauth et al., 2019; Frenzel et al., 2018).”
Background
Do Technological Knowledge and Game-Based Learning Promote Students Achievement: Lesson From COVID-19
Wardoyo, C., Satrio, Y. D., Narmaditya, B. S., & Wibowo, A. (2021) · Heliyon · doi:10.1016/j.heliyon.2021.e08467 · Cited by 71 · see citing works
“To measure technology knowledge (TK) variables, we adapted the four indicators developed by Chai et al. (2011), while to calculate teacher educational competence (EC), we adapted ten indicators from Fauth et al. (2019).”
BackgroundMethodResultInfluential
A scoping review of interventions in primary science education
Deehan, J., MacDonald, A., & Morris, C. (2022) · Studies in science education · doi:10.1080/03057267.2022.2154997 · Cited by 52 · see citing works
“…students across 54 classes in Germany found that measures of teacher competence, particularly science teaching efficacy, were the strongest predictors of student science achievement (Fauth et al., 2019), which clearly illustrates the importance of teachers in improving primary science education.”
Background
Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education
Lai, Y.-C., & Peng, L.-H. (2019) · Sustainability · doi:10.3390/su12010028 · Cited by 52 · see citing works
“Teachers’ pedagogical content knowledge, self-efficacy, and teaching enthusiasm are positively related to students’ interest [56].”
Background
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes
Lauermann, F., & Butler, R. (2021) · Educational Psychology · doi:10.1080/00461520.2021.1991800 · Cited by 51
“…predict student outcomes, depending on which dimension and whose perspective—that of teachers, students, or observers—is considered (e.g., for teachers’ achievement goals, see Butler & Shibaz, 2014; for teaching self-efficacy and enthusiasm, see Fauth et al., 2019; Kunter et al., 2013).”
BackgroundResultInfluential
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis
Lazarides, R., & Schiefele, U. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101489 · Cited by 51 · see citing works
Relationship between psychological capital and mental health at higher education: Role of perceived social support as a mediator
Khan, A., Zeb, I., Zhang, Y., Fazal, S., & Ding, J. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e29472 · Cited by 47 · see citing works
Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes
Steinmayr, R., Lazarides, R., Weidinger, A. F., & Christiansen, H. (2021) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000306 · Cited by 47 · see citing works
Peningkatan Kompetensi Pedagogik dan Profesionalitas Guru di Indonesia Melalui Pendidikan Profesi Guru (PPG)
Mardhatillah, O., & Surjanti, J. (2023) · Jurnal Pendidikan Ekonomi Undiksha · doi:10.23887/jjpe.v15i1.65200 · Cited by 44
The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?
Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2019) · Contemporary Educational Psychology · doi:10.31219/osf.io/c7yrb · Cited by 43 · see citing works
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science
Teig, N., & Nilsen, T. (2022) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2022.101170 · Cited by 43 · see citing works
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
Kalinowski, E., Westphal, A., Jurczok, A., & Vock, M. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104663 · Cited by 48 · see citing works
Longitudinal study of teacher acceptance of mobile virtual labs
Kolil, V. K., & Achuthan, K. (2022) · Education and Information Technologies : Official Journal of the IFIP technical committee on Education · doi:10.1007/s10639-022-11499-2 · Cited by 40 · see citing works
“Teachers in science education play a monumental role not only in imparting of scientific skills amongst students but also invoking inquisitiveness, engagement and perseverance required for excellence (Fauth et al., 2019; Ben Ouahi et al., 2022).”
Background
Flipbook: Media Pembelajaran Interaktif Untuk Meningkatkan Kognitif IPA Siswa Sekolah Dasar
Arisandhi, G. A. M. M., Wibawa, I. M. C., & Yudiana, K. (2023) · Mimbar PGSD Undiksha · doi:10.23887/jjpgsd.v11i1.55034 · Cited by 39
“Hal ini buktikan bahwa kemajuan sebuah bangsa tergantung pada kualitas pendidikan (Arisoy & Aybek, 2021; Fauth et al., 2019).”
Background
Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences
Sholeh, M. (2021) · AL-TA LIM · doi:10.15548/jt.v28i2.708 · Cited by 43 · see citing works
“(Printy et al., 2009), (Fauth et al., 2019).”
Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks
Michalsky, T. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e24280 · Cited by 35 · see citing works
“To promote pupils ’ HOT processes in class, teachers are expected to design high-quality learning tasks to trigger students ’ information processing and higher cognitive activity [1,4,5].”
Background
Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?
Özdemir, N., Kılınç, A., Polatcan, M., Turan, S., & Bellibaş, M. (2023) · Educational Administration Quarterly · doi:10.1177/0013161x231159092 · Cited by 35 · see citing works
“…quality because of the consensus among policymakers, researchers, and practitioners that high-quality teaching is the most critical school-related element for the learning of all students (Bryk et al., 2010; Darling-Hammond, 2000; Fauth et al., 2019; Leithwood et al., 2010; Thoonen et al., 2011).”
Background
Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments
Misbah, Z., Gulikers, J., Widhiarso, W., & Mulder, M. (2021) · Learning Environments Research · doi:10.1007/s10984-021-09395-6 · Cited by 35 · see citing works
Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung
Voss, T., & Wittwer, J. (2020) · Unterrichtswissenschaft · doi:10.1007/s42010-020-00088-2 · Cited by 61 · see citing works
Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools
Kersting, M., Karlsen, S., Ødegaard, M., Olufsen, M., Kjærnsli, M., & Lunde, M. L. S. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2213386 · Cited by 34 · see citing works
“Second, we selected relevant categories and adapted them to science teaching in line with the research literature on quality in science education (Fauth et al., 2019; Neumann et al., 2012; Treagust & Tsui, 2014).”
Method
Teachers sustainable teaching innovation and graduate students creative thinking: The chain mediating role of playfulness climate and academic self-efficacy
Yao, H., Liu, W.-P., & Chen, S.-Z. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2023.100900 · Cited by 34 · see citing works
Different Levels of Context-Specificity of Teacher Self-Efficacy and Their Relations With Teaching Quality
Thommen, D., Grob, U., Lauermann, F., Klassen, R., & Praetorius, A.-K. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.857526 · Cited by 33 · see citing works
Peningkatan Kompetensi Melalui Kolaborasi : Suatu Tinjauan Teoritis Terhadap Guru
Kasmawati, Y. (2020) · Equilibrium Jurnal Pendidikan · doi:10.26618/equilibrium.v8i2.3377 · Cited by 33
“Kompetensi guru dapat dikonsepkan sebagai kerangka kerja yang menggambarkan kualitas spesifik guru yang dibutuhkan untuk memenuhi tuntutan profesi yang tinggi (Fauth et al., 2019).”
The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning
Hollenstein, L., & Brühwiler, C. (2024) · The Journal of Curriculum Studies · doi:10.1080/00220272.2024.2328042 · Cited by 31 · see citing works
“However, the findings for primary schools are still weak (Fauth et al., 2019; Lange et al., 2015).”
Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition
Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104167 · Cited by 30 · see citing works
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar
Voss, T., Zachrich, L., Fauth, B., & Wittwer, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101614 · Cited by 31 · see citing works
Self-citation
Teacher self-efficacy and teaching quality: A three-wave longitudinal investigation.
Burić, I., Jakšić, K., & Balaž, B. (2024) · International Journal of Psychology · doi:10.1002/ijop.13255 · Cited by 29 · see citing works
Overcoming adversity: exploring the key predictors of academic resilience in science
Wang, F., King, R. B., Fu, L., Chai, C. S., & Leung, S. O. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2231117 · Cited by 36 · see citing works
“For example, the existing research has revealed that instructional strategies (e.g. cognitive activation, supportive climate, and classroom management) were the key to optimising students ’ con ﬁ dence in science, liking for learning science, and valuing of science (Fauth et al., 2019).”
Background
Teacher Enthusiasm, Supportive Instructional Practices, and Student Motivation in Mathematics Classrooms
Frommelt, M. C., Schiefele, U., & Lazarides, R. (2021) · Interdisciplinary Education and Psychology · doi:10.31532/interdiscipeducpsychol.2.3.005 · Cited by 29 · see citing works
“…seen an upsurge in research exploring the effects of teacher motivation on student motivation for learning and the mediating role of instructional practices (e.g., Butler & Shibaz, 2014; Fauth et al., 2019; Kunter et al., 2013; Lazarides et al., 2018; Schiefele, 2017; Schiefele & Schaffner, 2015).”
Background
Enhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia
Leoste, J., Lavicza, Z., Fenyvesi, K., Tuul, M., & Õun, T. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.894142 · Cited by 28 · see citing works
“, 2020) when constructing their digital skills, as their learning outcomes are significantly related to the teachers’ mastery of teaching subject discipline (Bakar, 2018; Fauth et al., 2019).”
Background
COVID-19 Lockdown Education: The Importance of Structure in a Suddenly Changed Learning Environment
Lauret, D., & Bayram-Jacobs, D. (2021) · Education Sciences · doi:10.3390/educsci11050221 · Cited by 27 · see citing works
“One of the main characteristics of a good teacher is a profound knowledge of tasks and instructional strategies that aid students’ understanding [49,50].”
Background
Addressing the reciprocal nature of effects in teacher motivation research: A study on relations among teacher motivation, student-reported teaching, and student enjoyment and achievement
Lazarides, R., & Schiefele, U. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101862 · Cited by 33 · see citing works
Pre-Service Teacher Action Competence in Education for Sustainable Development: A Scoping Review
Vidal, S., & Kuckuck, M. (2025) · Sustainability · doi:10.3390/su17093856 · Cited by 26 · see citing works
Research on teacher education and implications for improving the quality of teacher education in Cambodia
Sok, S., & Heng, K. (2024) · International Journal of Professional Development Learners and Learning · doi:10.30935/ijpdll/14042 · Cited by 26
“More specifically, Fauth et al. (2019) conducted a study with a sample size of 1,070 students and 54 primary teachers.”
Background
Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2
Love, T. S., Bartholomew, S. R., & Yauney, J. (2022) · Journal for STEM Education Research · doi:10.1007/s41979-022-00077-3 · Cited by 26 · see citing works
Exploring Teacher Education for Sustainable Development in the UAE
Baroudi, S. (2023) · Sustainability · doi:10.3390/su15031981 · Cited by 25 · see citing works
The Effect of Teacher Motivation on Student Achievement in Islamic Senior High School
Pratomo, H. W., & Kuswati, Y. (2022) · International Journal of Educational Qualitative Quantitative Research · doi:10.58418/ijeqqr.v1i2.17 · Cited by 25
“In the education process, the quality and enthusiasm of teachers are essential in producing quality and outstanding students (Fauth et al., 2019).”
Background
Development and validation of Online Classroom Learning Environment Inventory (OCLEI): The case of Indonesia during the COVID-19 pandemic
Rahayu, W., Putra, M. D. K., Faturochman, Meiliasari, Sulaeman, E., & Koul, R. (2021) · Learning Environments Research · doi:10.1007/s10984-021-09352-3 · Cited by 25 · see citing works
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait
Kirkpatrick, R., Derakhshan, A., Almutawa, H., & Wang, Y. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2346572 · Cited by 23 · see citing works
“This implies that the effectiveness of the teaching and learning process strictly depends on the knowledge and proficiency of teachers (Fauth et al. 2019).”
Education on quality assurance and assessment in teaching quality of high school instructors
Chen, L., & Mokhtar, M. M. (2023) · Journal of Big Data · doi:10.1186/s40537-023-00811-7 · Cited by 24
“…necessities to go done five means during the progress to the last option, which are the strengthening mode, the focal market mode, the smorgasbord mode, the replacement method and the totally provocative [6, 22, 23]; Authors accept that hybrid studying the method up close and personal education.”
Background
Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?
Heppt, B., Henschel, S., Hardy, I., & Gabler, K. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00653-6 · Cited by 24 · see citing works
“The curriculum on “floating and sinking” has been evaluated before with proven effectiveness in fostering elementary school students’ conceptual knowledge (Decristan et al., 2015; Fauth et al., 2019).”
BackgroundInfluentialSelf-citation
Big Five personality trait differences between students from different majors aspiring to the teaching profession
Hartmann, F. G., & Ertl, B. (2021) · Current Psychology · doi:10.1007/s12144-021-02528-3 · Cited by 24 · see citing works
Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes
Christ, A. A., Capon-Sieber, V., Köhler, C., Klieme, E., & Praetorius, A.-K. (2024) · Frontline Learning Research · doi:10.14786/flr.v12i1.1349 · Cited by 23 · see citing works
“Interest and self-efficacy have been treated as motivational outcomes in TBD research (Figure 2, Path-k) (Dorfner et al., 2018; Fauth et al., 2014, 2019; Förtsch et al., 2017; Li et al., 2020).”
Self-citation
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study
Lucksnat, C., Richter, E., Henschel, S., Hoffmann, L., Schipolowski, S., & Richter, D. (2024) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-023-09426-1 · Cited by 30 · see citing works
“Students’ learning outcomes depend on the quality of instruction they receive, which in turn depends on teachers’ competence (Fauth et al., 2019; Kunter et al., 2013).”
Influential
Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality.
Huang, X.-H., Lam, S.-M., Wang, C., & Xu, P. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12583 · Cited by 23 · see citing works
Cognitive Activation in a Close-Up View: Triggers of High Cognitive Activity in Students During Group Work Phases
Groß-Mlynek, L., Graf, T., Harring, M., Gabriel-Busse, K., & Feldhoff, T. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.873340 · Cited by 25 · see citing works
“, 2006), is regarded in the discourse on teaching quality in the German-speaking countries as a significant factor for initiating student learning processes (e.g., Klieme et al., 2001; Kunter and Trautwein, 2013; Fauth et al., 2019; Kleickmann et al., 2020; Praetorius et al., 2020b).”
Background
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia
Barnes, M. M. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103440 · Cited by 23 · see citing works
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Leijen, Ä., Pedaste, M., Baucal, A., Poom-Valickis, K., & Lepp, L. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1287313 · Cited by 24 · see citing works
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Arthur, Y., Dogbe, C. S. K., & Asiedu-Addo, S. (2021) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-06-2021-0243 · Cited by 22
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Dayagbil, F. T., & Alda, R. C. (2024) · International Journal of Education and Practice · doi:10.18488/61.v12i3.3733 · Cited by 21 · see citing works
“Similarly, Fauth et al. (2019) investigated the effects of teacher competence on student outcomes and revealed that teacher competence was positively related to students’ interest s; self-efficacy was positively related to student achievement.”
Background
Context in research on teaching quality: bringing a complex idea into the spotlight
Praetorius, A.-K., Jentsch, A., Luoto, J., Keller, S. D., & Fauth, B. (2025) · School Effectiveness and School Improvement · doi:10.1080/09243453.2025.2482577 · Cited by 20 · see citing works
“The former focuses on what happens between teachers and students in relation to the content, whereas the latter focuses on teacher characteristics such as their knowledge or motivation (Fauth et al., 2019).”
Self-citation
A systematic review in understanding stakeholders’ role in developing adaptive learning systems
Alajlani, N., Crabb, M., & Murray, I. R. (2023) · Journal of Computers in Education · doi:10.1007/s40692-023-00283-x · Cited by 25 · see citing works
“The ability of an excellent educator to engage with a topic and consider the needs of a class is highly complex (Fauth et al., 2019) and involves several interlinking steps (Hamroev, 2019).”
Professional development for language support in science classrooms: Evaluating effects for elementary school teachers
Heppt, B., Henschel, S., Hardy, I., Hettmannsperger-Lippolt, R., Gabler, K., Sontag, C., Mannel, S., & Stanat, P. (2022) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2021.103518 · Cited by 20 · see citing works
Self-citation
Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
Richter, E., Kunter, M., Marx, A., & Richter, D. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.722169 · Cited by 28 · see citing works
Self-citation
A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables
Fukaya, T., Nakamura, D., Kitayama, Y., & Nakagoshi, T. (2025) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2024.104881 · Cited by 20 · see citing works
Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching
Bellibaş, M., Polatcan, M., & Alzouebi, K. (2025) · Educational Management Administration & Leadership · doi:10.1177/17411432241305702 · Cited by 19 · see citing works
“Cognitive activation plays a crucial role in teaching quality, empowering students to assess knowledge through problem-solving and engage in constructive, re ﬂ ective higher-order thinking (Fauth et al., 2019).”
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement: Evidence From Both Text- and Video-Based Pedagogical Content Knowledge Tests
She, J., Chan, K. K. H., Wang, J., Hu, X., & Liu, E. (2024) · American Educational Research Journal · doi:10.3102/00028312241278627 · Cited by 23 · see citing works
“A few studies used decontextualized written PCK tests or surveys to assess teachers’ PCK (e.g., Fauth et al., 2019; Mahler et al., 2017) (Figure 1).”
Predicting Academic Self-Efficacy Based on Self-Directed Learning and Future Time Perspective
Karataş, K., Arpaci, I., & Süer, S. (2023) · Psychological Reports · doi:10.1177/00332941231191721 · Cited by 19 · see citing works
“Teacher competence can be seen as a framework that outlines the speci ﬁ c personal attributes and qualities that teachers require to effectively meet the rigorous requirements of the profession (Fauth et al., 2019).”
Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?
Dicke, A., Rubach, C., Safavian, N. S., Karabenick, S. A., & Eccles, J. S. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101521 · Cited by 24 · see citing works
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Vansteelandt, I., Mol, S., Vanderlinde, R., Lerkkanen, M.-K., & van Keer, H. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103154 · Cited by 19 · see citing works
Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools
Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M., & Schober, B. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101926 · Cited by 19 · see citing works
School leadership and teaching practice: a systematic review of studies of the indirect effects
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Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave
Murangi, A., Rothmann, S., & Nel, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.942923 · Cited by 18 · see citing works
Challenges to professional teacher development through workplace culture management
Khairiah, K., Amin, A., Muassomah, M., Mareta, M., Sulistyorini, S., & Yusuf, M. (2024) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v13i2.25666 · Cited by 17 · see citing works
“Cultivating these competencies has a positive effect on teaching quality, which in turn improves students' academic performance [40].”
Background
Self-concept, learning anxiety, and performance in mathematics learning: The moderating effect of teacher cognitive activation
Wang, Y.-H. (2023) · Eurasia Journal of Mathematics, Science and Technology Education · doi:10.29333/ejmste/13499 · Cited by 17 · see citing works
“This finding builds on previous research that suggests cognitive activation provides students with increased support from their teachers (Förtsch et al., 2017; Hanze & Berger, 2007; Krapp, 2002) and fosters greater interest in learning (Baumert et al., 2010; Fauth et al., 2019; Klieme et al., 2009).”
Result
Can I teach this student?: A multilevel analysis of the links between teachers’ perceived effectiveness, interest-supportive teaching, and student interest in math and reading
ten Hagen, I., Lauermann, F., Wigfield, A., & Eccles, J. S. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102059 · Cited by 16 · see citing works
The role of students’ perceived teacher support in student motivation: A longitudinal study of student motivation profiles
Held, T., & Morinaj, J. (2024) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2024.100395 · Cited by 16 · see citing works
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Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement
Fosu, M., Arthur, Y. D., Boateng, F. O., & Obeng, B. A. (2022) · Journal of Mathematics and Science Teacher · doi:10.29333/mathsciteacher/12622 · Cited by 16 · see citing works
Secondary Students’ Emotions, perception of instructional Quality, and achievement in Mathematics: A representative study with Swiss students towards the end of compulsory education
Hascher, T., Hagenauer, G., & Sacchi, S. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102295 · Cited by 16 · see citing works
Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm
Burić, I., Butković, A., & Kim, L. E. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101827 · Cited by 16 · see citing works
An empirical study for determining the quality indicators for the primary and secondary school of Bangladesh: A structural equation modeling approach
Ahmmed, S., Saha, J., & Tamal, M. A. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e10870 · Cited by 20 · see citing works
The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning
Tuah, Y. A. E., Sudira, P., Mutohhari, F., & Kusuma, W. M. (2021) · Jurnal Pendidikan dan Pengajaran · doi:10.23887/jpp.v54i2.35336 · Cited by 15
“The low pedagogical competence of the teacher will affect the low competence of students as well (Fauth et al., 2019).”
Background
Across Generations: Defining Pedagogical Characteristics of Generation X, Y, and Z Allied Health Teachers Using Q-Methodology
Reyes, A., Galvan, R., Navarro, A. T., Velasquez, M. G., Soriano, D. R., Cabuso, A. L., David, J. R., Lacson, M. L., Manansala, N. T., & Tiongco, R. E. (2020) · Medical Science Educator · doi:10.1007/s40670-020-01043-7 · Cited by 20 · see citing works
Pengaruh Kedisiplinan Belajar dan Kompetensi Guru terhadap Prestasi Belajar Siswa
Bayhaqi, H. N., Rafsanjani, M. Z., & Darmawan, D. (2025) · FONDATIA · doi:10.36088/fondatia.v9i2.5739 · Cited by 14
“…mentransfer pengetahuan dan keterampilan, serta menerapkan nilai-nilai pengetahuan, pengalaman hidup, keahlian, kepribadian yang mencakup aspek individu, kolektif, organisasi, dan profesionalisme (Fauth et al ., 2019; Podkhodova et al ., 2020; Lumbantoroun & Anggresta, 2023; Moreira et al ., 2023).”
Formation of valeological competence in non-medical students
Shevchenko, A., & Shtefan, L. (2021) · Engineering and Educational Technologies · doi:10.30929/2307-9770.2021.09.04.01 · Cited by 14 · see citing works
“The competence approach is covered in the most detailed special pedagogical sources, and during adaptation to all existing specialties by concluding educational standards there can be mechanical repetitions of the made definitions which dissonant with the maintenance of these specialties [4; 5].”
Background
Classroom Management in Creating Effective Learning in MIS Al-Ashriyah Banjarmasin
Rahmawati, L., & Sholeh, M. (2021) · Al Adzka · doi:10.18592/aladzkapgmi.v11i2.4644 · Cited by 14
The Mediating Role of Organizational Citizenship Behavior on the Effect of Passion and Empowerment on Job Performance
Amalia, P., Wahyuningsih, S., & Surwanti, A. (2021) · Jurnal Manajemen Bisnis · doi:10.18196/mb.v12i2.11035 · Cited by 14
“Good teachers can make a difference in their students' development (Fauth et al., 2019).”
Background
Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major
Shin, D., & Shim, J. (2021) · Education Sciences · doi:10.3390/educsci11010018 · Cited by 19 · see citing works
“However, this finding contrasts with prior research showing that teachers’ professional competence predicts students’ interest but not their achievement [11].”
BackgroundResultInfluential
Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation
Nilsen, T., Scherer, R., Gustafsson, J., Teig, N., & Kaarstein, H. (2020) · Equity, Equality and Diversity in the Nordic Model of Education · doi:10.1007/978-3-030-61648-9_7 · Cited by 14 · see citing works
Unpacking PCK Relationships and Development in Science Teachers: A Systematic Synthesis of Empirical Research
Park, S., & Chan, K. K. H. (2025) · Review of Educational Research · doi:10.3102/00346543251394404 · Cited by 15 · see citing works

Authors: Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M.
Affiliations: Individual Development and Adaptive Education (DE)
University of Wuppertal (DE)
Goethe University Frankfurt (DE)
Corresponding author: Fauth, Benjamin
ORCID: Fauth, Benjamin
Decristan, Jasmin
Büttner, Gerhard
Hardy, Ilonca
Klieme, Eckhard
Kunter, Mareike
Venue: Teaching and Teacher Education
Publisher: Elsevier BV
Published: 2019-11
Volume: 86
Pages: 102882
ISSN: 0742-051X (ISSN-L)
DOI: 10.1016/j.tate.2019.102882
OpenAlex: W2970287884
Cited by: 484
References: 117
Citations by year: 2026: 46 · 2025: 68 · 2024: 99 · 2023: 111 · 2022: 83 · 2021: 51 · 2020: 24 · 2019: 2
FWCI: 107.93
Type: journal article
Language: en
Open access: green
www.pedocs.de
Licence: cc-by-nc-nd
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Teaching and Teacher Education (publishedVersion)
Pedocs (German Institute for International Educational Research) (submittedVersion, cc-by-nc-nd)
peDOCS
Funders: LOEWE
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: teacher competence, teaching quality, elementary school science, academic performance, student interest, pedagogical content knowledge, teacher self-efficacy, teaching enthusiasm, cognitive activation, supportive classroom climate, classroom management, teacher-student relationship, conceptual understanding, mediation

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