Il ruolo della scuola e dell'insegnamento nella motivazione ad apprendere e nella responsabilità sociale e morale degli alunni: credenze di insegnanti di scuola secondaria di primo grado
Year: 2010
Type: dissertation
Study design: Observational Study
Abstract: The research investigates teachers’ beliefs about teaching, classroom management and school climate, in relation with beliefs about students’ learning, motivation and moral and social behaviour. In order to survey teachers’ beliefs on the areas mentioned above, four instruments were developed: the Classroom Educational Management Beliefs Inventory (CEMBI), that measures the beliefs on classroom management; the Learning and Motivation Beliefs Inventory (LeMBI), that assesses the beliefs on students’ motivation and learning; the Classroom Moral Behaviour Inventory (CMBI), that pertains to beliefs on students’ moral behaviour; and the School Climate Inventory – lower Secondary School (SCI-lss), that concerns beliefs on school climate. The research involved 157 teachers from 8 lower secondary schools covering all the different school subjects. Many factorial structures emerged from the four instruments analyses. To understand in depth the factorial structure of questionnaires, a confirmatory factor analysis was conducted; moreover, to analyse the relationships among the obtained models, the method Structural Equations Models (SEM) was applied. The results suggest causal relationships between teachers’ beliefs on school climate and beliefs on classroom management strategies, school learning motivation and moral and social behaviour of students. Moreover, the results show an influence of classroom management beliefs on motivational beliefs. The implications with regard to issues related to teacher education are discussed.
Author: Monica Frigo
Language: Italian
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W199750458