مجلة علوم الإنسان والمجتمع
Volume 15, Numéro 2, Pages 778-803
2026-06-12
From Beliefs To Actions: How Teachers' Mindsets Impact Classroom Practices (revisited)
Authors : Laala Youcef .
Abstract
This paper examines how teachers’ beliefs affect their practices during their professional performances. This study is based on the assumption that teachers' beliefs powerfully guide their classroom practices and daily teaching routines. What teachers do in the classroom is largely determined by the nature of the beliefs they hold about pedagogical challenges and situations they constantly encounter. This study adopts a concurrent mixed-methods design, combining a theoretical review with an empirical survey of 35 EFL teachers at the University of Biskra, Algeria. The questionnaire examined: personal experience, professional experience, personality traits, and education-based principles. Results indicate that 68.6% of teachers often draw on personal experiences, 80% base methods on evidence-based principles, and 82.9% perceive alignment between their beliefs and practices. However, 54.3% reported experiencing conflicts, primarily due to exam-oriented systems and overcrowded classrooms.
Keywords
: Teachers' beliefs, teacher cognition, mixed-methods research, EFL, belief-practice alignment
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