Background With 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. Objective This 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. Methods The 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. Results The 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.

Exploring the influencing factors of teacher beliefs and their impact on teacher behaviors

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发表日期：

2025年8月31日

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Gang Li,
Yan Ma

摘要

Background

With 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.

Objective

This 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.

Methods

The 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.

Results

The 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.