Perception of teachers working in schools with high and low levels of effectiveness in the Basque Autonomous Community (BAC), Spain

Bibliographic Data

ID21752452
AuthorsEider Oregui González (0000-0002-5892-1633, University of the Basque Country), Sandra Rodríguez-Miguel (0000-0001-9857-080X), Sandra Rodríguez Miguel (University of the Basque Country), Ana Aierbe Barandiarán (0000-0003-3933-0587, University of the Basque Country), Isabel Bartau Rojas (0000-0001-5200-5493), Isabel Ana Bartau Rojas (University of the Basque Country)
Year2025
Volume29
Issue1
Pages227-254
Publication date2025-12-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Electrónica Interuniversitaria de Formación del Profesorado (JOURNAL)
Journal identifiersISSN: 1575-0965 • E-ISSN: 1575-0965
PublisherServicio de Publicaciones de la Universidad de Murcia (PUBLISHER)
DOI10.6018/reifop.659271
OpenAlexW7124743701
LanguageEN
References cited55

In the introduction is carried out a theoretical review of studies related to school effectiveness and improvement. The scientific literature has been used as a basis for designing a questionnaire to collect teachers' perceptions in relation to training and educational innovation projects and plans, methodology, attention to diversity and student monitoring, evaluation, school organisation and management, leadership, school climate, family-school-community relations, and gender socialisation. In all, 372 teachers rated the items of the questionnaire on a Likert scale from 0 to 10 and the differences found between the perceptions of male and female teachers in high- and low- efficacy schools in the Basque Autonomous Community (BAC) are highlighted. To conclude, the limitations, future lines and contributions of the study are discussed

Likert scale · Perception · Education and Teacher Training · Education in Rural Contexts · Inclusive Education and Diversity

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