Engaged Learning: Primary Teachers' Beliefs and Performance-Related self-Perceptions
Engaged Learning: Primary Teachers' Beliefs and Performance-Related self-Perceptions

Summary/Abstract: The research extends the knowledge on relationships between the teachers' beliefs and performance for a sample of in-service primary teachers and engaged learning as a context relevant for the primary school setting. The aim was to discover the relationships between the teachers' beliefs expressed as a rating of significance for indicators of engaged learning (EL) and performance-related self-perceptions regarding these indicators. The survey was constructed and administered for 30 primary teachers of Latvia. The content , of survey is based on variables of EL developed by Jones, Valdez, Nowakowski, and Rasmussen: vision of learning, tasks, assessment, instructional model, learning context, grouping, teacher roles, student roles. Medium strength positive relationships were found between the beliefs and performance related self-perceptions of teachers. The findings suggest that beliefs regarding variable student role and assessment were more strongly linked to performance than other variables; the weakest links were found for variable tasks.

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