Teaching quality is crucial for positive student outcomes, yet it can be limited by challenges in the classroom. In this study, we examine how teacher-reported limitations to teaching (e.g., student absenteeism, disruptive behavior, lack of engagement, language barriers) relate to student-reported teaching quality. We also explore whether teacher job satisfaction mediates this relationship. Using data from the Norwegian extension of the TIMSS 2019 Grade 9 student questionnaire, we assess three dimensions of teaching quality based on the three basic dimensions (TBD) framework. Results show that more frequent limitations to teaching are linked to lower student-reported quality. We find that more satisfied teachers deliver clearer instruction and achieve better classroom management. However, we find no evidence that limitations to teaching are associated with lower job satisfaction, nor that job satisfaction mediates the relationship between limitations and teaching quality. We discuss implications for teacher education and educational policymaking.
Veletić et al. (Mon,) studied this question.