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

Montessori education is widespread globally, leading to significant variability in how the Montessori model is implemented. However, only one study has explored different implementation styles by aligning them with distinct profiles of Children’s House teachers. No such study has been conducted for primary school teachers, nor in Italy, the birthplace of Montessori education. This study aims to explore the various ways in which Montessori primary school teachers implement Montessori education. A questionnaire was administered to 329 Italian teachers, collecting data on their demographics, education, personal characteristics, and adopted educational practices. A cluster analysis identified four distinct groups: the “orthodox” (N = 145), the “adapted” (N = 108), the “implementer” (N = 37), and the “out-of-place” (N = 39). These groups differ in terms of personal characteristics ideal for Montessori teachers (humility and scientific spirit) and their adherence to traditional Montessori practices. The fact that nearly half of the sample does not adopt practices faithful to the Montessori model, combined with the recent growth of Montessori schools in Italy, underscores the need to challenge traditional school myths, offer support and monitoring for schools adopting Montessori practices, and foster an open debate that values potentially new, non-orthodox practices aligned with Montessori’s core principles.