Supplementary material for: Changes in Teachers’ Perceptions of School Quality during COVID-19.

The COVID-19 pandemic brought forth unique challenges for schools, requiring a sudden shift to remote learning. Despite the assumption that this change impacted school quality, there is limited empirical evidence to support these claims. This study aimed to address this research gap by examining teacher data from a longitudinal study (N = 2,616 teachers in 120 schools in Germany) on various aspects of school quality. Using multiple group multiple indicator univariate latent change score modelling based on latent covariate propensity score balancing, we investigated whether and to which extent COVID-19 impacted central dimensions of school quality as perceived by teachers, i.e., school climate, collective teacher efficacy, teacher cooperation, and distributed leadership. With few exceptions, our results show no significant differences in the development of teachers’ perception of school quality during the pandemic compared to developments that occurred prior to the pandemic. For example, adaptive teaching increased more than before the pandemic, while the social support between teachers decreased more than before the pandemic. The findings are discussed in the context of the study’s theoretical foundations and methodological limitations.