An Investigation of the Relationships between Teacher Beliefs and Student Achievement: Teacher Beliefs

By Brian Cunningham and Aarek Farmer.

Published by The International Journal of Educational Organization and Leadership

Format Price
Article: Print $US10.00
Published online: April 8, 2016 $US5.00

The purpose of this study was to address the problem of low student motivation in terms of connecting teacher expectations and student academic performance. If teacher expectations are truly self-fulfilling, a greater probability of changing the way that teachers view their students may exist. This study examined the relationships between teacher beliefs and student achievement. The target population for this study included seven schools within a small rural area school district in West Tennessee. All of the classroom teachers were included for the purpose of collecting quantitative data. Quantitative data was initially collected from the Attitude towards Teaching Survey, created by Dr. Aarek Farmer. The Attitude toward Teaching Survey is a twenty-item survey that measured teacher beliefs regarding the 5 variables referenced in the research questions. Survey data was compared to the test results from a 2014-2015 Triand assessment program administered during December of 2014. Data from the Attitude toward Teaching Survey was paired with the Triand scores for each teacher. For the research questions, descriptive statistics, Pearson’s correlations, and multiple regression analyses were used to detect the association between teacher beliefs and student achievement. Though, it was found that none of the motivational concepts exhibited by teachers were individually correlated to student achievement, data did reveal that, as a whole, all five motivational concepts—self-efficacy, collective-efficacy, intrinsic motivation, extrinsic motivation, and incremental beliefs—impacted student achievement with intrinsic motivation having the most significant impact on student achievement.

Keywords: Educational Organization, Self-efficacy, Collective-efficacy, Intrinsic Motivation, Extrinsic Motivation, Incremental Beliefs, Teacher Expectations, Attitude

The International Journal of Educational Organization and Leadership, Volume 23, Issue 2, June 2016, pp.1-14. Article: Print (Spiral Bound). Published online: April 8, 2016 (Article: Electronic (PDF File; 644.652KB)).

Brian Cunningham

Elementary School Principal, School of Education, Freed-Hardeman University, Oakland, Tennessee, USA

Dr. Aarek Farmer

Associate Professor, Program Director of the Ed.D. Program at Freed-Hardeman University, School of Education, Freed-Hardeman University, Memphis, Tennessee, USA