The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices

The present study investigates the influence of teachers' beliefs and personal factors on teaching practices by conducting two studies on their relationship (Study 1) and on the creation of teachers' profiles (Study 2). Data were collected on 447 Italian teachers (85 % female, mean age: 38.7 years, SD: ±4.49). Path analysis of Study 1 showed that teachers' beliefs significantly influenced their self-efficacy and their perception of teaching practices. The two-way cluster analysis of Study 2 showed two distinct profiles: constructive and didactic. Findings suggest that intervention programs should enhance teachers’ self-efficacy and satisfaction to foster more supportive and student-oriented teaching practices. • Teachers' beliefs about children intelligence significantly influenced their self-efficacy and teaching styles. • Self-efficacy partly mediates the relationship between teachers' beliefs about children's intelligence and their teaching styles. • Need satisfaction and frustration directly influenced self-efficacy. • Didactic and constructive teaching profiles were described.