Teachers’ beliefs about educational quality : Examining the power of school settings through survey experiments

Francisco OLIVOS*, Xiao YUAN

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

Abstract

This study aims to characterize teachers' beliefs on determinants of educational quality and the influence of school settings. A factorial survey experiment with a probabilistic sample of 1285 Chilean primary school teachers is used to identify the causal attributions of the quality of teacher–student relations and learning methodologies in schools. Results indicate that teachers believe that decisional power and income satisfaction are the most important determinants of relational quality, while planning preparation and a multidisciplinary team of professionals are the most crucial for the quality of learning methodologies. Moreover, schools' characteristics affect teachers’ causal beliefs about educational quality.
Original languageEnglish
Article number104140
Number of pages17
JournalTeaching and Teacher Education
Volume129
Early online date21 Apr 2023
DOIs
Publication statusPublished - Jul 2023

Bibliographical note

Publisher Copyright:
© 2023 Elsevier Ltd

Keywords

  • Beliefs
  • Teachers
  • School characteristics
  • Factorial surveys
  • Educational quality
  • Chile

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