Predictors of instructional quality

Principal Investigator(s):  View help for Principal Investigator(s) Janina Roloff, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany; Uta Klusmann, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany; Oliver Lüdtke, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany; Centre for International Student Assessment, Germany; Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany

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Project Citation: 

Roloff, Janina, Klusmann, Uta, Lüdtke, Oliver, and Trautwein, Ulrich. Predictors of instructional quality. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-12-03. https://doi.org/10.3886/E115923V1

Project Description

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These files contain the analysis files used to create the tables found in "The predictive validity of teachers’ personality, cognitive and academic abilities at the end of high school on instructional quality in Germany: A longitudinal study".

The abstract for the paper is found below:

The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA) which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to ten years between assessment of teachers’ personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.





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