This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed to see if there was a link to teaching quality. Latent profile analysis for 156 secondary-level mathematics teachers identified three motivational profiles which differed only in their performance goals: low performance goal-oriented (49%), high performance goal-oriented (38%), and high performance-avoidance goal-oriented (13%). Multilevel path analysis showed that motivational profile membership was not significantly related to student-rated teaching quality when baseline teaching quality was controlled (N = 1497 available on both measurement points). The findings revealed that the link between teacher motivation and teaching quality was less clear than expected. Possible reasons for the results are discussed.

本研究采用综合理论方法研究教师动机及其对教学质量的影响。借鉴期望价值理论和成就目标理论，以人为中心的方法被用来调查多重特征（即自我效能、热情和目标导向）如何结合形成教师的动机档案。然后对这些资料进行分析，看看是否与教学质量有关。对 156 名中学数学教师的潜在概况分析确定了三种动机概况，它们仅在绩效目标上有所不同：低绩效目标导向 (49%)、高绩效目标导向 (38%) 和高绩效回避目标导向(13%)。N  = 1497 可用于两个测量点）。调查结果显示，教师动机与教学质量之间的联系不如预期的那么明确。讨论了结果的可能原因。