Η απόδοση των αιτιών και η ανάληψη των ευθυνών από τους εκπαιδευτικούς για τις επιδόσεις των μαθημάτων τους

Περίληψη

The study of teachers' causal attributions becomes important for the understanding of teacher-student relationships. The current study aimed to examine teachers' causal attributions for both successful and unsuccessful performance of one student and the majority of their students: in a test in maths. A Causal Attribution Questionnaire was administered to 233 primary teachers. Results of the study revealed that teachers attribute both the successful and unsuccessful performance of a student to causal factors internal to the student (effort, interest). Teachers attribute both the successful and unsuccessful performance of the majority of their students to causal factors internal to themselves (teaching style, personality). These findings are promising, since attributions of a student's performance to causes such as effort or interest are unstable and controlled by the teacher. In addition, attributions of the performance of the majority of students to teacher factors consist of a promising indication of teachers' further teaching decisions and actions.