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Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model

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  • Dyi-Cheng Chen

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua 500, Taiwan)

  • Bo-Yan Lai

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua 500, Taiwan)

  • Chin-Pin Chen

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua 500, Taiwan)

Abstract

In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to find factors such as differences in regression coefficients in the school context. Therefore, the HLM hierarchical linear analysis is used, and the school context is set as the second level, and then statistical analysis is performed. Teachers’ leadership styles have significant differences in multiple teaching strategies for teacher effectiveness. Moral leadership and charismatic leadership have a moderating effect on the multiple teaching strategies of teacher effectiveness. The multiple teaching strategies of teacher effectiveness have a significant effect in middle school situations with lower moral leadership. On the other hand, charismatic leadership is more pronounced in middle school situations than in high school situations. Teachers’ leadership styles have a significant impact on classroom management of teacher effectiveness. Under the situational control of schools, moral leadership, charismatic leadership, and supportive leadership have moderating effects on classroom management of teacher effectiveness. When the classroom management of teacher effectiveness is in the middle school situation, low moral leadership is more significant; in the high school situation, charismatic leadership will reduce the effectiveness of the class management; in the moderate or high situation, the higher the support of the leader, the greater the effect of class management.

Suggested Citation

  • Dyi-Cheng Chen & Bo-Yan Lai & Chin-Pin Chen, 2022. "Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model," Sustainability, MDPI, vol. 14(15), pages 1-20, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:15:p:9191-:d:872846
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    References listed on IDEAS

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