Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate

The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., social composition, school’s academic track, principals’ leadership,...