Relationship between teachers' compulsive beliefs on teaching activities and their pupils' school morale

Abstract

The purpose of this study was to investigate the relationship between teachers' compulsive beliefs on teaching activities and their pupils' school morale. The questionnaires were administered to teachers and pupils in 105 classes of public elementary schools in Tokyo. The results showed that the teachers of high compulsive beliefs on teaching activities might have limited cognitive frames or appraisal standard for pupils. It was also found that pupils' school morale was relatively low in those teachers' classes.