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<p>Researchers often study teacher beliefs and classroom practices independently; however, few have examined how these factors intersect with teacher backgrounds and school settings in Aotearoa New Zealand. This study examined how teacher characteristics (gender, ethnicity, and experience) and school context (socioeconomic status and class level) influenced instructional practices through teacher beliefs, including self-efficacy, work engagement, passion for teaching, and relatedness to students. Structural equation modelling with 707 primary teachers showed that teachers’ beliefs significantly predicted instructional practices, with instructional self-efficacy, work engagement, and harmonious passion emerging as key factors. Obsessive passion and admonishing behaviours were negatively associated. Demographic factors had limited direct effects but were mediated by beliefs. The findings support Bandura’s reciprocal determinism theory and the value of professional learning that strengthens teacher confidence, engagement, and effective instructional practices.</p>

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Beliefs, demographics, and context predicting instructional practices in Aotearoa New Zealand classrooms

  • 期刊论文

  • 发表日期：

    2025年11月24日

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  • Annaline Flint,
  • Christine M. Rubie-Davies,
  • Layla Basma

摘要

Researchers often study teacher beliefs and classroom practices independently; however, few have examined how these factors intersect with teacher backgrounds and school settings in Aotearoa New Zealand. This study examined how teacher characteristics (gender, ethnicity, and experience) and school context (socioeconomic status and class level) influenced instructional practices through teacher beliefs, including self-efficacy, work engagement, passion for teaching, and relatedness to students. Structural equation modelling with 707 primary teachers showed that teachers’ beliefs significantly predicted instructional practices, with instructional self-efficacy, work engagement, and harmonious passion emerging as key factors. Obsessive passion and admonishing behaviours were negatively associated. Demographic factors had limited direct effects but were mediated by beliefs. The findings support Bandura’s reciprocal determinism theory and the value of professional learning that strengthens teacher confidence, engagement, and effective instructional practices.