The relationship between psychological factors and inquiry-based working by primary school teachers |
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| Authors: | Lisette Uiterwijk-Luijk Meta Krüger Bonne Zijlstra Monique Volman |
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| Institution: | 1. Marnix Academy, University for Teacher Education, Utrecht, The Netherlands;2. Penta Nova, Academy for Leadership in Education, Utrecht, The Netherlands;3. Penta Nova, Academy for Leadership in Education, Utrecht, The Netherlands;4. Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands |
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| Abstract: | Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study investigates the relationship between psychological factors – attitude, experienced social pressure, self-efficacy and collective efficacy – and inquiry-based working by teachers. Questionnaire data were collected from a representative sample of 249 Dutch teachers. The results show a significant relationship between self-efficacy and all aspects of inquiry-based working. In addition, collective efficacy, attitude and experienced social pressure are all related to aspects of inquiry-based working. School leaders and teacher educators who aim to stimulate inquiry-based working should not only focus on increasing teachers’ inquiry skills, but also on psychological factors related to inquiry-based working. |
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| Keywords: | Inquiry-based working teachers self-efficacy inquiry data use |
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