Performance-oriented measurement of teachers’ competence in linguistically responsive teaching, relevant learning opportunities and beliefs

Figures & data

Figure 1. Competence as a continuum (Blömeke et al., 2015, S.9).

Table 1. Study sample.

		N	%
Sex	Female	240	81.4
	Male	55	18.6
First language	German	264	89.5
	Other	31	10.5
Subjects of study/teaching: German	Yes	177	60.0
	No	118	40.0
Subjects of study/teaching: English	Yes	42	14.2
	No	253	85.8
LRT teaching experience	Yes	194	65.8
	No	101	34.2
LRT research experience	Yes	16	5.4
	No	279	94.6

Table 2. Descriptive statistics.

	Min	Max	M	SD
LRT-relevant learning opportunities (min = 22, max = 110)*	22	110	56.74	17.38
Personality factor: cautiousness (min = 3, max = 21)	8	21	16.27	2.88
Personality factor: extraversion (min = 3, max = 21)	6	21	16.26	3.39
Personality factor: compatibility (min = 3, max = 21)	4	21	17.40	2.67
Personality factor: openness (min = 3, max = 21)	6	21	15.90	3.31
Personality factor: neuroticism (min = 3, max = 21)	3	21	12.29	3.79
Beliefs on multilingualism in content classroom (min = 7, max = 28)	9	28	20.70	4.20
Beliefs on responsibility for language support (min = 9, max = 36)	16	36	29.70	3.65
LRT competence (min = 0, max = 72)	1	48	21.39	10.26

* Lowest/highest possible scores.

Table 3. Manifest correlations and latent regressions of LRT scores in relation to personal characteristics.

		Manifest correlations	Latent regression models
			M1		M2		M3		M4
		r	B	SE	B	SE	B	SE	B	SE
	Intercept		−1.42	0.15	−1.10	0.05	−1.10	0.05	−1.32	0.15
RQ1: Individual and academic characteristics and LRT-relevant learning opportunities	Sex (0 = male, 1 = female)	0.16	0.44	0.13					0.34	0.13
	First language (0 = German, 0 = other language	−0.10	−0.45	0.16					−0.38	0.16
	Subject of study: German (0 = no, 1 = yes)	0.08	−0.11	0.11					−0.17	0.11
	Subject of study: EFL (0 = no, 1 = yes)	−0.04	−0.24	0.15					−0.29	0.14
	LRT teaching experience (0 = no, 1 = yes)	0.12	0.11	0.11					0.13	0.11
	LRT research experience (0 = no, 1 = yes)	0.25	0.91	0.22					0.73	0.22
	LRT learning opportunities	0.04	0.04	0.06					0.00	0.01
RQ2: Personality traits (big five)	Big five scale conscientiousness	−0.00			0.05	0.01			0.00	0.05
	Big five scale extraversion	−0.03			0.02	0.01			0.05	0.05
	Big five scale agreeableness	0.01			−0.02	0.01			−0.03	0.05
	Big five scale openness	−0.01			−0.00	0.01			−0.08	0.05
	Big five scale neuroticism	0.05			0.05	0.05			0.06	0.05
RQ3: Beliefs on multilingualism in school and teaching	Beliefs – multilingualism in content classroom	0.21					0.15	0.05	0.16	0.05
	Beliefs – responsibility for language support	0.25					0.18	0.05	0.13	0.05
	R²		0.25		0.08		0.17		0.26

Note: Statistically significant values are in bold face.

Table 4. Bivariate correlations between LRT competence and LRT-relevant learning opportunities.

Item	Topic	Correlation (r) with LRT-competence test results
TH01	(Sub-) areas of linguistics (e.g. syntax, semantics, morphology)	0.11
TH02	German grammar	0.01
TH03	Differences between oral and written language	0.02
TH04	Linguistic requirements of different forms of presentation	−0.01
TH05	Acquisition of academic language	0.03
TH17	Written language acquisition	0.00
TH06	Phenomena of second language acquisition	0.06
TH18	Milestones in language development	0.04
TH19	Differentiation of language acquisition contexts	0.05
TH09	Migration and multilingualism	0.05
TH10	Language diversity in the school	0.04
TH11	Dealing with heterogeneity	0.02
TH12	Language and identity	−0.02
TH13	Diagnostics of language levels	0.09
TH14	Language support and language training	0.03
TH15	Support of the language learning process through scaffolding	0.12
TH16	Language systems of migrant languages (e.g. Turkish, Russian)	−0.04
TH20	Feedback procedures for the correction of errors	0.03
TH21	Educational success and language competence	0.09
TH07	Language in the respective content classroom	−0.02
TH08	Supporting the language learning process through pupil interaction	−0.00
TH22	Communication within the family and outside the school	0.02

Note: Statistically significant values are in bold face.

Blömeke, S., Gustafsson, J. ‑E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194

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Data availability statement

The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.