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Teacher Beliefs and Behaviors: What Matters

Lookup NU author(s): Professor Daniel Muijs, Professor David Reynolds

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Abstract

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 2148 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.

Publication metadata

Author(s): Reynolds D; Muijs D

Publication type: Article

Publication status: Published

Journal: Journal of Classroom Interaction

Year: 2002

Volume: 37

Issue: 2

Pages: 3-15

ISSN (print): 0749-4025

Publisher: Journal of Classroom Interaction

Notes: In this quantitative study published in the leading US journal on classroom processes, 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 2148 students in the UK using achievement tests, classroom observation and questionnaires, and was analysed using structural equation modelling.

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