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Data combine student ratings from 3,768 German secondary school students and assessments from 113 teachers collected over as much as 10 years. Multilevel regression shows that agreeableness, high school GPA, and the second state examination grade predict instructional quality as rated by students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-predictive-validity-of-teachers-personality-cognitive-and-academic-abilities-at-the-end-of-high-school-on-instructional-quality-in-germany-a-longitudinal-study/589957/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-predictive-validity-of-teachers-personality-cognitive-and-academic-abilities-at-the-end-of-high-school-on-instructional-quality-in-germany-a-longitudinal-study/589957.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate regarding teachers in Germany?","Question",{"text":112,"@type":113},"The study investigates how teachers' personality traits, cognitive abilities, and academic abilities measured at the end of high school predict later instructional quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were instructional quality and predictors measured?",{"text":117,"@type":113},"Instructional quality was rated by students using ratings from 3,768 German secondary school students, while teacher traits and abilities were assessed around the end of high school and through state examination grades.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teacher-related factors significantly predicted instructional quality?",{"text":121,"@type":113},"Agreeableness, high school GPA, and the grade from the second state examination significantly predicted teachers' instructional quality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589957,1792165189,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-March 2020, Vol. 6, No. 1, pp. 1–17 DOI: 10. 1177/2332858419897884  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nThe Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality  \nin Germany: A Longitudinal Study  \nJanina Roloff  \nUta Klusmann  \nIPN– Leibniz Institute for Science and Mathematics Education  \nOliver Lüdtke  \nIPN– Leibniz Institute for Science and Mathematics Education  \nCentre for International Student Assessment  \nUlrich Trautwein  \nHector Research Institute of Education Sciences and Psychology, University of Tübingen  \nThe present study investigated to what degree teachers’personality traits, cognitive abilities, and academic abilities (highschool 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 10 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.  \nMultilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.  \nKeywords: classroom management, longitudinal studies, school/teacher effectiveness, teacher characteristics  \nA growing body of research indicates that teacher quality—is the most important in-school factor for student achievement and motivation—and thus their educational attainment (Hattie, 2009; Rivkin, Hanushek, & Kain, 2005) . It has been found that high-quality teachers influence their students’achievement and motivation through their ability to provide high instructional quality (Hill, Blazar, & Lynch, 2015; Kunter, Klusmann, et al., 2013) . The question of how to improve teachers’ instructional quality has recently received much attention from researchers and politicians all around the world (Klassen et al., 2017; Schleicher, 2016; Wayne & Youngs, 2003). One prominent assumption is that the recruitment and selection of teacher candidates with favorable characteristics before entering teacher education in terms of personality traits, cognitive and academic abilities is an important prerequisite in the attempt to raise later instructional quality (Auguste, Kihn, & Miller, 2010; Kelly & Northrop, 2015; Klassen, Durksen, Rowett, & Patterson, 2014) . This assumption is supported by empirical findings across various occupational groups, which have shown that personality and cognitive and academic abilities are valid predictors of occupational success even over long time periods (Barrick, Mount, & Judge, 2001; Kuncel, Hezlett, &  \nOnes, 2004; Poropat, 2009; Richardson, Abraham, & Bond, 2012; Schmidt & Hunter, 2004; Spengler et al., 2015; Trapmann, Hell, Hirn, & Schuler, 2007) . Despite some attempts to raise teachers’instructional quality through selection of teacher candidates based on specific characteristics before entering teacher education, there is only little empirical evidence for the predictive validity of such characteristics for later instructional quality (Klassen & Kim, 2018; RimmKaufman & Hamre, 2010) .  \nUsing data of 3,768 German secondary school students and longitudinal data on their 113 teachers, the main aim of the present study was to investigate the predictive validity of teachers’personality traits as well as cognitive and academic abilities prior to entering teacher education for teachers’instructional quality as rated by their students up to 10 years later.  \nInstructional Quality as Central Indicator of Teachers’Occupational Perform","cbCaiateFSWhU62b","https://ap.wps.com/l/cbCaiateFSWhU62b","pdf",576579,17,"English","# Instructional Quality as Central Indicator of Teachers' Occupational Performance\n## Predictive Validity of Teacher Entry Characteristics\n## Predictors of Instructional Quality","[{\"question\":\"What does the study investigate regarding teachers in Germany?\",\"answer\":\"The study investigates how teachers' personality traits, cognitive abilities, and academic abilities measured at the end of high school predict later instructional quality.\"},{\"question\":\"How were instructional quality and predictors measured?\",\"answer\":\"Instructional quality was rated by students using ratings from 3,768 German secondary school students, while teacher traits and abilities were assessed around the end of high school and through state examination grades.\"},{\"question\":\"Which teacher-related factors significantly predicted instructional quality?\",\"answer\":\"Agreeableness, high school GPA, and the grade from the second state examination significantly predicted teachers' instructional quality.\"}]","The Predictive Validity of Teachers' Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany - A Longitudinal Study | PDF",1792068480,43]