Dimensionality of Teacher Educational Beliefs

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Abstract
A sample of 320 elementary school teachers was administered 35 items determined from an earlier factor analytic study to measure four dimensions of teacher educational belief. An additional 46 items perceived to be potentially effective measures of the four concepts were used as a supplement to the original 35 items. An oblique factor solution of responses to the pooled items yielded two dimensions of belief identified as student centered and directive.

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