THE ROLE OF TEACHERS' VIEWS ON SCHOOL PERFORMANCE IN THEIR TEACHING APPROACH AND THEIR RELATIONSHIPS WITH STUDENTS: THE CASE OF MOUNTAINOUS AREAS AND PERIPHERY SECONDARY SCHOOL TEACHERS IN THE PREFECTURE OF ILIA, GREECE

Eygenia Davou, Natassa Raikou

Abstract


The present study investigates to what extent teachers serving in mountainous areas and periphery schools consider that their perceptions on factors affecting school performance influence the way they choose their teaching practices and shape their attitudes towards students. In the survey, 133 secondary school teachers of the Prefecture of Ilia answered a questionnaire with closed-ended questions. According to teachers’ beliefs, school performance is influenced by socio-economic, educational and geographical factors. It is not associated with intelligence/brilliance and it can be improved with the help of the teaching staff. Teachers' expectations have an effect on their school performance, while the Curricula do not take into account the learning abilities of the students and the school evaluation does not assess the school performance in a meritocratic way. Nevertheless, positive expectations for the performance of weak students are maintained by choosing teaching practices that they believe will enhance their performance.

 

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teacher beliefs, student teaching, performance assessment, secondary teacher education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v8i9.3875

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