The role of teachers' intelligence conceptions, teaching beliefs and self-efficacy on classroom management practices

Substantial evidence has been collected over decades of research on the relationships between optimal classroom management and student learning. In addition, there is a growing body teachers' beliefs, in which their with practices viewed as significant. This study investigated sample 1,056 Italian teachers working from pre-primary to secondary school, analyse differences by school level teaching experience, associations three categories beliefs: self-efficacy, beliefs intelligence conceptions. Three dimensions were considered: educational relationships, active strategies emotion regulation. The results show that differ relation years different highlighted. Classroom was positively linked constructive conceptions, negatively traditional innate Hierarchical multiple regression analyses considered dependent variables highlighted concurrent contribution of: for relationships; level, self-efficacy strategies; These confirm strong Thus, it important develop reflective processes own practices.