School of Teaching Learning and Development, Faculty of Education, The University of Auckland, New Zealand.
Br J Educ Psychol. 2012 Jun;82(Pt 2):270-88. doi: 10.1111/j.2044-8279.2011.02025.x. Epub 2011 Mar 9.
There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes.
The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation.
The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand.
Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study.
Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation.
Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.
有大量关于学生信念及其对学生成绩的影响的研究。然而，关于教师信念的研究较少。教师因素是值得考虑的，因为信念塑造了思想和由此产生的教学行为，这些行为反过来又可以促进学生的成绩。
本研究旨在探讨教师性别和教学经验、学校背景变量（学校的社会经济水平和班级水平）以及教师的三个社会心理变量之间的关系：班级水平的教师期望、教师效能感和教师目标取向。
参与者是来自新西兰不同社会经济地区的农村和城市学校的 68 名男女教师，他们具有不同的教学经验。
教师填写了一份与阅读中教师效能感和目标取向相关的问卷，还填写了一份教师期望调查。收集了学生的阅读成绩数据。探讨了教师社会心理信念与研究中包含的教师和学校因素之间的相互关系。
掌握取向的信念预测了教师在学生参与和课堂管理方面的效能感。学校的社会经济水平和教师性别预测了教师在参与、课堂管理、教学策略和掌握目标取向方面的效能感。男性预测了表现目标取向。
教师信念、教师特征和学校背景变量可能导致教师教学实践和课堂氛围的差异。进一步调查这些变量很重要，因为教师的差异导致学生成绩的差异。
