This study aimed to identify elementary school teacher’s educational beliefs and to classify teachers according to patterns which facilitate or hinder their students’ academic achievement. Data were collected by applying a questionnaire. This was analyzed within their qualitative and quantitative dimensions. Teachers whose beliefs potentially facilitate students’ learning differed from the other group basically because they: agreed or strongly agreed with the idea of the relations among the students’ interpersonal achievement, socio-emotional development and intellectual improvement; valued social skills as an important component of the students’ socio-emotional development and academic achievement and pointed to a larger number of causal attributions to explain students’ academic achievement. Implications of teacher’s beliefs in their actions and relationships with student’s development and learning were discussed.
Academic achievement; Teacher-stundent interaction; Teacher expectations
