ERIC Number: EJ1100408
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 47
Teachers' Beliefs and Behaviors: What Really Matters?
Muijs, Daniel; Reynolds, David
Journal of Classroom Interaction, v50 n1 p25-40 2015
In this study, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural equation modeling was used to test the hypothesis that all these factors would have a direct or indirect effect, with the factors most proximal to student achievement (teacher behaviors) having the strongest direct effect while more distal factors (e.g., teacher beliefs) influencing student achievement indirectly. This hypothesis was not rejected by the data.
Descriptors: Foreign Countries, Teacher Behavior, Teacher Attitudes, Beliefs, Self Efficacy, Pedagogical Content Knowledge, Mathematics Achievement, Elementary School Teachers, Elementary School Students, Observation, Questionnaires, Structural Equation Models, Hypothesis Testing, Teacher Influence, Teaching Methods, Classroom Techniques, Classroom Environment, Teacher Characteristics, Student Characteristics, Correlation
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England); United Kingdom (Wales)