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Cited by 15Teacher Education and Leadership StudiesEducation and Teacher TrainingEvaluation of Teaching Practices

The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.

The Beliefs of Primary School Teachers: A Comparative Analysis

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Prof., Universidad Católica de Valencia, Spain, elena.lopez@ucv.es, Luján, Elena López·2021·International Journal of Instruction
DOI 10.29333/iji.2021.14313a
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Abstract

Teachers are a fundamental factor of quality in the educational process.Their professional beliefs configure teaching behaviours and conduct.The aim of this research was to analyse the professional beliefs of primary education teachers in the city of Valencia and to carry out a comparison between these beliefs and the variables Gender, Age, Professional Experience, Type of school and If they have children.A mixed methodology was used: quantitative, qualitative and comparative.We applied the Questionnaire on Teaching Competencies of Primary Education teachers, prepared, ad hoc, following the theoretical Model of Planned Action.A total of 371 teachers participated in the study, from both state schools and concertado (sponsored by a public voucher system) schools.After applying the appropriate statistics, the following results were obtained.Teachers perceived themselves to have very positive beliefs about the teaching-learning process in general terms.Significant differences were found according to gender, age, professional experience and type of school.In conclusion, a high self-perception regarding professional beliefs was found in all the teachers analysed.

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Figure 1 Outline of the theory of planned action (Escámez, 2019)
Figure 1 Outline of the theory of planned action (Escámez, 2019)CC-BY · From the PDF
Figure 2 Teacher profile according to the variables analyzed
Figure 2 Teacher profile according to the variables analyzedCC-BY · From the PDF

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Show all 14 references

Research works printed but not linked: 13

  1. Derevensky, J.L.; St-Pierre, R.A.; Temcheff, C.E. & Gupta, R. (2013). Teacher awareness and attitudes regarding adolescent risky behaviors: is adolescent gambling perceived to be a problem? Journal of Gambling Studies, 30(2), 435-451.
  2. Escámez-Marsilla, J.I. & López-Luján, E. (2019). La formación del profesorado universitario para la educación en la gestión de la sostenibilidad. Publicaciones, 49(1), 53-62.
  3. Fernández-Cruz, F.J. & Fernández-Díaz, Mª J. (2016). Los docentes de la Generación Z y sus competencias digitales. Comunicar, 46(24), 97-105.
  4. Froment, F.; Bohórquez, M.R. & García-González, A.J. (2019). Credibilidad docente. Una revisión de la literatura. Revista Internacional de la Teoría de la Educación, 32(1), 23-54.
  5. Gairín, J. (2011). Formación del profesorado basada en competencias. Bordón, 63(1), 93-108.
  6. García-Ruíz, R. & Castro, A. (2012). La formación permanente del profesorado basada en competencias. Estudio exploratorio de la percepción del profesorado de Educación Infantil y Educación Primaria. Educatio Siglo XXI, 30(1), 297-322.
  7. Ivanova-Armeykova, R. (2020). On reflexive skills and competences of the teachers. Education Journal, 9(4), 99-104. International Journal of Instruction, July 2021 • Vol.14, No.
  8. Martínez, M. (2016). La formación inicial de los maestros: una responsabilidad compartida. Bordón, 68(2), 9-16.
  9. Orozco, I. & Moriña, A. (2019). Prácticas docentes para una pedagogía inclusiva en Educación Primaria: escuchando las voces del profesorado. Aula Abierta, 48(3), 331- 338.
  10. Salgado, J.A. & Leria, F. J. (2018). Síndrome de burnout y calidad de vida profesional percibida según estilos de personalidad en profesores de educación primaria. CES Psicología, 11(1), 69-89.
  11. Sanz, R.; Escámez, J. & Peris-Cancio, J.A. (2018). The capabilities approach and sustainability: towards and inclusive Pedagogy. Journal of Innovation & Knowledge, 3(2), 76-81.
  12. Steinmetz, H., Knappstein, M., Ajzen, I., Schmidt, P. & Kabst, R. (2016). How Effective are Behavior Change Interventions Based on the Theory of Planned Behavior? A Three-Level Meta-Analysis. Zeitschrift für Psychologie, 224(3), 216-233.
  13. Valdemoros, M.A. y Lucas, B. (2014). Competencias que configuran el perfil del docente de primaria: análisis de la opinión del alumnado de Grado en Educación Primaria. Aula Abierta, 42(1), 53-60.

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Metadata

Authors
Prof., U. C. D. V., & Luján, E. L.
Affiliations
Valencia Catholic University Saint Vincent Martyr (ES)
Corresponding author
Prof., Universidad Católica de Valencia, Spain, elena.lopez@ucv.es
Venue
International Journal of Instruction
Publisher
Modestum Ltd
Published
2021-07-01
Volume
14
Issue
3
Pages
223-240
ISSN
  • 1308-1470 (ISSN-L)
  • 1694-609X
DOI
10.29333/iji.2021.14313a
OpenAlex
W3174258897
Cited by
13
References
14
Citations by year
2026: 3 · 2024: 4 · 2022: 6
FWCI
4.39
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • International Journal of Instruction (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Education and Teacher Training
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
teacher beliefs, primary school teachers, teaching competencies, gender differences, teacher age, teaching experience, teaching-learning process, self-perception, Valencia

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