Teachers’ beliefs about educational quality: Examining the power of school settings through survey experiments

This study aims to characterize teachers' beliefs on determinants of educational quality and the influence school settings. A factorial survey experiment with a probabilistic sample 1285 Chilean primary teachers is used identify causal attributions teacher–student relations learning methodologies in schools. Results indicate that believe decisional power income satisfaction are most important relational quality, while planning preparation multidisciplinary team professionals crucial for methodologies. Moreover, schools' characteristics affect teachers’ about quality.