Importancia de la competencia docente percibida para la motivación y rendimiento en matemáticas

Daniel Rodriguez Rodriguez; Héctor Pérez Montesdeoca

doi:10.30827/pna.v19i1.29060

Authors

Daniel Rodriguez Rodriguez European University of Canary, Spain
Héctor Pérez Montesdeoca European University of Canary, Spain

DOI:

https://doi.org/10.30827/pna.v19i1.29060

Keywords:

Students, Grades, Secondary Education, Multilevel, Teachers

Abstract

This study aims to examine the interrelations between the perceived teaching competence of mathematics teachers in Secondary Education, students' mathematical motivation and their performance in this subject, controlling for preexisting differences in students' intelligence and prior academic performance. Data from 84 teachers and their 1945 students were analyzed. Multilevel path analyses revealed significant within- and between-class associations of perceived teacher competence with students' mathematics motivation and academic achievement.

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