Exploring profiles of Montessori primary school teachers: a cluster analysis study

A recent meta-analysis on the effectiveness of Montessori education highlights a recurring limitation in previous studies: the insufficient consideration of the teacher effect. No study has thoroughly explored teachers’ qualifications, attitudes and beliefs, and practices. Furthermore, research in Europe is limited, and there is a notable absence in Italy, the birthplace of Montessori education (Demangeon et al., 2023). This study aims to explore the profiles of Montessori primary school teachers through a cluster analysis. A questionnaire was administered to 329 Italian teachers, collecting data on their demographics, education, personal characteristics, and adopted educational practices. The cluster analysis identified three distinct groups. Only the first group (N = 154, M.A. = 42) exhibited characteristics and adopted practices consistent with the Montessori model. The remaining two groups deviated from the model for various reasons, including conflicts between the Montessori model and specific features of the education system, such as assessment methods, restrictions on children’s autonomy, scheduling, non-individualized instruction, age homogeneity within classes, and teachers’ recruitment. This study emphasizes the need for reform in these aspects of primary education to empower Montessori teachers in implementing inclusive education that promotes holistic child development.