Impact of teacher teaching quality evaluation on the learning motivation of pre-service English teachers: a chain mediation analysis of school climate perception and academic anxiety.

INTRODUCTION: This study examined the associations among pre-service English teachers' evaluations of teacher teaching quality, perceived school climate, academic anxiety, and learning motivation. METHODS: Guided by social cognitive theory and sociocultural theory, we tested an association-based chain mediation model using cross-sectional self-report questionnaire data from 1,643 pre-service English teachers in China. RESULTS: More positive evaluations of teaching quality were associated with higher learning motivation and more positive school climate perceptions, and with lower academic anxiety. School climate perception and academic anxiety showed significant indirect associations between teaching quality evaluation and learning motivation, including a small but statistically significant sequential indirect pathway. DISCUSSION: Pre-service English teachers who evaluated teaching quality more positively also tended to perceive a more supportive school climate, report less academic anxiety, and demonstrate stronger learning motivation. Given the cross-sectional self-report design, these findings represent statistical associations rather than causal or temporal effects. The results underscore the relevance of teaching quality, supportive learning environments, and academic-emotional support in teacher education.