Openness and Teacher Beliefs Among Conventional and Montessori Teachers

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Montessori Education SIG Roundtable

Abstract

While the literature comparing student outcomes between conventional and Montessori programs grows, little is known about differences between conventional and Montessori teachers. This mixed-methods study investigates the relation between openness and teacher beliefs among 360 conventional and Montessori teachers. Teachers completed an online survey assessing the Big Five personality traits and teacher beliefs. A mediation structural equation model revealed that openness significantly predicted teachers' pedagogy; higher levels of openness were associated with Montessori pedagogy. Teachers' pedagogy significantly predicted teacher beliefs; Montessori teachers gave higher priority to beliefs about student-centered education than conventional teachers. Teachers' qualitative responses indicated similar teacher belief themes across pedagogies. However, theme interpretation differed by pedagogy. Results warrant further investigation into teacher beliefs development across pedagogies.

Authors

• Christina M Carroll, University of Virginia

• Claire Armstrong, University of Virginia