ArticleBMC psychology2025
Exploring the influencing factors of teacher beliefs and their impact on teacher behaviors.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- ATLAS-a psychobiological model of teacher stress in classroom interactions.Frontiers in psychology · 2026Review
- Reimagining teaching in higher education: Impact of a pilot physically active learning intervention on perceived teaching effectiveness.Frontiers in sports and active living · 2026Article
- Beyond Problem-Solving: Homeroom Teachers' Reflective Practice as a Tool for Mental Health Support in Chinese Schools.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
backgroundWith the continuous advancement of educational technology and the growing variety of educational models, teachers' roles and duties have experienced significant transformations. To adapt to these rapidly evolving educational demands, teachers must adjust their teacher strategies. teacher beliefs are central to their instructional decisions and significantly impact educational quality and student learning outcomes.
objectiveThis study aims to systematically investigate the formative factors of teacher beliefs and their relationship with teacher behaviors, particularly how teacher beliefs are related to teacher behaviors through teacher motivation and self-efficacy. The goal of this research is to uncover the mechanisms and processes behind teachers' belief formation, offering both theoretical and empirical insights to support teacher development and educational reform.
methodsThe theoretical framework for this study was established through a literature review, employing a cross-sectional survey design. Teachers from various backgrounds responded to valid self-report measures assessing teacher beliefs, teacher motivation, teacher self-efficacy, and teacher behaviors. Data analysis used regression and mediation analysis, using structural equation modeling to examine the relationships between these variables.
resultsThe findings revealed substantial associations between the analyzed variables. Teacher beliefs positively and significantly related to teacher behaviors, with teacher motivation and teacher self-efficacy identified as significant predictors of teacher beliefs. Teacher beliefs significantly mediate the relationship between teacher motivation, teacher self-efficacy, and teacher behaviors. CONCLUSION AND IMPLICATIONS: This study provides strong evidence supporting the interrelationships among teacher motivation, teacher self-efficacy, teacher beliefs, and teacher behaviors, affirming the importance of teacher beliefs and their central role in improving teacher behaviors. Teacher beliefs not only are related to individual teachers' instructional methods but also are associated with the overall effectiveness of the educational system. Therefore, to enhance educational quality, educational institutions and policymakers should consider designing targeted training and development programs aimed at improving teacher motivation and self-efficacy, while strengthening teachers' positive teacher beliefs to optimize educational outcomes.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.