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Teachers’ Beliefs

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International Handbook of Comparative Large-Scale Studies in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

ILSA studies show how teachers’ professional beliefs of self-efficacy, satisfaction, professionalism, commitment, and leadership beliefs are conceptually understood across the globe. Depending on the ILSA database, broader or deeper distinctions within these beliefs can be described both within or between countries. This chapter analyzes 128 publications of teachers’ beliefs to answer questions about how frequently teachers’ beliefs are represented in ISLA publications, how they are conceptualized and discussed, and what conclusions are similar or different between countries and between datasets. The scope of these beliefs and their common or varied impact on teaching and learning are reviewed. ILSA studies on teachers’ beliefs provide the advantage to shape policy discussions using shared definitions of these ideas which are central to teaching and learning. Opportunities for future research on teachers’ beliefs conclude the chapter.

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Authors and Affiliations

  1. Loyola University Chicago, Chicago, IL, USA

    Heather E. Price

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  1. Heather E. Price
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Correspondence to Heather E. Price .

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Editors and Affiliations

  1. Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Oslo, Norway

    Trude Nilsen

  2. IEA Hamburg, Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  3. University of Gothenburg, Gothenburg, Sweden

    Jan-Eric Gustafsson

Section Editor information

  1. CEMO, University of Oslo, Oslo, Norway

    Ronny Scherer

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Price, H.E. (2022). Teachers’ Beliefs. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-88178-8_39

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