Project Goals

We want to learn more about the significance of school context characteristics (e.g. school climate, classroom climate) for the motivation of teachers and learners. We are also interested in how school characteristics affect the relationships between teacher motivation, teaching quality and learning processes. For example, are pupils more easily motivated by their teachers if there is a high level of cohesion among the learners? In addition to practical implications for school development, the project aims to close research gaps in empirical teaching and teacher research.

We are interested in the following questions:

• Which school context characteristics affect learner motivation and achievement and how?

• Do school context characteristics affect teacher motivation and instructional design - or are there also reciprocal effects?

• Contextual features of the relationships between teacher motivation, lesson design and students' learning processes?