Interrelations Between Teacher Factors and Association with Teachers’ Academically Supportive Instructional Practices

Research has shown that each of teachers’ beliefs, characteristics, and school context factors are associated with cognitive processes, instructional decisions, and student engagement, and that they are related to learning activities and experiences. However, few studies have examined these relations in combination. The current study utilised a teacher survey which focused on the interrelations between teacher beliefs, characteristics, and school factors, with a large participant sample (<i>N </i>= 707). The survey encompassed teacher beliefs and characteristics and focused on teachers’ instructional practices. All teacher characteristics and school context factors were shown to be related to the teacher beliefs explored. In addition, all the teacher beliefs, characteristics, and school factors were related to teachers’ academically supportive instructional practices. The findings showed how teachers’ beliefs were interrelated, correlated with student achievement, and matched to teachers’ self-reported instructional practices. Insights into the implications for educators, school management, and pre-service providers are provided, along with suggestions for further research.