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<p>Beliefs about teaching and learning held by pedagogical professionals are considered to be crucial for teaching practices and for the learning progress of students. Similarly, pedagogical leaders, who are responsible for managing processes of instructional improvement within their respective schools, also base their activities on beliefs of effective instruction. The present study investigates the relationships between teaching- and learning-related beliefs of both school principals and teachers and their effects on the quality of teaching in mathematics. Data from the 2018 Austrian educational standards assessment in 4th&#xa0;grade serve to answer this question. Specifically, information from a&#xa0;full survey of 73,780 students, 3785 teachers, and 2961 school leaders is used. The estimated 3‑level structural equation models primarily predict interorganizational variations. That is, schools where the staff articulate above-average strong constructivist beliefs about teaching and learning offer a&#xa0;more favorable social learning climate in the classroom compared to other schools, according to the self-assessment of staff members and the perception of students (and also a&#xa0;higher degree of cognitive activation in self-assessment). Furthermore, strong constructivist or transmissive teaching and learning beliefs shared within a&#xa0;school are systematically related to corresponding beliefs of the respective school leader.</p>

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Welche Rolle spielen lehr-lern-theoretische Überzeugungen von Schulleitungen und Lehrpersonen für die Unterrichtsqualität?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月12日

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  • David Kemethofer,
  • Christoph Helm,
  • Julia Warwas

摘要

Beliefs about teaching and learning held by pedagogical professionals are considered to be crucial for teaching practices and for the learning progress of students. Similarly, pedagogical leaders, who are responsible for managing processes of instructional improvement within their respective schools, also base their activities on beliefs of effective instruction. The present study investigates the relationships between teaching- and learning-related beliefs of both school principals and teachers and their effects on the quality of teaching in mathematics. Data from the 2018 Austrian educational standards assessment in 4th grade serve to answer this question. Specifically, information from a full survey of 73,780 students, 3785 teachers, and 2961 school leaders is used. The estimated 3‑level structural equation models primarily predict interorganizational variations. That is, schools where the staff articulate above-average strong constructivist beliefs about teaching and learning offer a more favorable social learning climate in the classroom compared to other schools, according to the self-assessment of staff members and the perception of students (and also a higher degree of cognitive activation in self-assessment). Furthermore, strong constructivist or transmissive teaching and learning beliefs shared within a school are systematically related to corresponding beliefs of the respective school leader.