ABSTRACT

The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., social composition, school’s academic track, principals’ leadership, teacher collaboration, and school climate). Therefore, we model instructional quality both at teacher and school level and include multiple perspectives on the school context. German Programme for International Student Assessment (PISA) 2003 data were re-analyzed, resulting in data from 1,939 teachers and their principals in 198 schools. Multilevel analyses revealed that schools differ systematically in their instructional quality. These differences were related to social composition, principals’ leadership, teacher collaboration, and school climate. Accordingly, schools have the potential to promote instructional quality. However, teachers’ perceptions of school characteristics are more relevant than those of the principals.

摘要

学校环境与创造成功的学习环境和提高教师教学质量的相关性尚不清楚。在目前的研究中，我们研究了学校在教学质量方面（即课堂管理和任务反馈）是否存在差异，以及学校之间的差异是否可以用学校特征（即社会构成、学校的学业轨迹、校长领导力、教师合作和学校氛围）。因此，我们在教师和学校层面对教学质量进行建模，并包含对学校环境的多种观点。重新分析了德国国际学生评估计划 (PISA) 2003 年的数据，产生了来自 198 所学校的 1,939 名教师及其校长的数据。多层次分析表明，学校的教学质量存在系统差异。这些差异与社会构成、校长的领导、教师合作和学校氛围有关。因此，学校具有提升教学质量的潜力。然而，教师对学校特色的看法比校长的看法更相关。