{"id":228481,"date":"2026-04-22T13:23:42","date_gmt":"2026-04-22T10:23:42","guid":{"rendered":"https:\/\/azbuki.bg\/?p=228481"},"modified":"2026-04-22T13:23:42","modified_gmt":"2026-04-22T10:23:42","slug":"role-of-attitudes-and-beliefs-for-choosing-a-kindergarten-or-primary-school-teacher-profession","status":"publish","type":"post","link":"https:\/\/pedagogy.azbuki.bg\/en\/uncategorized\/role-of-attitudes-and-beliefs-for-choosing-a-kindergarten-or-primary-school-teacher-profession\/","title":{"rendered":"Role of Attitudes and Beliefs for Choosing a Kindergarten or Primary School Teacher Profession"},"content":{"rendered":"

Prof. Dr. Nadezhda Kaloyanova<\/strong><\/p>\n

Burgas State University \u201eProf. Dr. Assen Zlatarov\u201d<\/em> (Bulgaria)<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2026-2s.01<\/a><\/p>\n

Abstract<\/strong>. This study substantiates the importance of teachers’ attitudes and beliefs in their professional activity. Their specificity as psychological constructs is examined, as well as the peculiarities of the relationship between them. Leading theoretical interpretations of the role of attitudes and beliefs in the teaching profession are presented. Based on the most widespread theories, a theoretical framework for their study in relation to students preparing to become kindergarten and\/or primary teachers is built. An empirical study conducted among 58 students at the beginning of their training as kindergarten and\/or primary teachers is presented. The metodogical tool of the research is a freely developed essay \u201eMy Educational Philosophy\u201c. An analysis of the content of the texts was made, analyzing the derived advertisements and beliefs according to 4 separate content categories. Conclusions are formulated regarding the structure of the respondents’ attitudes and beliefs as a prerequisite for their future professional education.<\/p>\n

Keywords:<\/em> teachers\u2019 beliefs, teachers\u2019 attitudes, pedagogy students<\/p>\n

 <\/p>\n

Attitudes and beliefs are psychological constructs that are complexly determined by the cognitive and social experience of the individual, and are often dominated by emotions. In the psychological literature, attitudes and beliefs are viewed as independent constructs that influence aspects of human behavior, as well as in a certain causality.<\/p>\n

Richardson defines beliefs as \u201econcepts that an individual feels are true\u201c regardless of their objective validity. Pajares claims that \u201ebeliefs are the best indicators of the decisions individuals make throughout their lives.\u201c (Pajares, 1992). According to a number of relatively accepted definitions, beliefs have two main characteristics:<\/p>\n

\u2013 they are subjective truths \u2013 they represent individual representations that the individual tends to believe to be objective and realistic;<\/p>\n

\u2013 they are relatively stable \u2013 they are formed early in ontogenesis and tend to be self-sustaining, resisting change even in the face of apparent contradictions with time, training or experience (Pajares, 1992).<\/p>\n

In the structure of personality, beliefs play an important role, as they guide perceptions and interpretations, predict behavior and decisions (Fishbein & Ajzen, 2010), and are related to self-development and professional identity (Beauchamp & Thomas, 2009).<\/p>\n

Attitudes, in turn, are stable evaluative orientations towards an object, person, idea or event. They represent a complex system of cognitive, affective and behavioral elements that influence the behavior of the individual, but do not fully control it (Reid, 2018). They are considered as a functional component of the Self and a component of the individual’s value system. Attitudes can be positive or negative (Eagly & Chaiken, 1993; Dzhonev, 1996). According to the popular ABC model, attitudes include three components: \u0410ffective (emotions), Behavioral (behavioral tendency) and Cognitive (beliefs). It is the cognitive component of attitudes that is interpreted as beliefs, i.e. beliefs are considered an immutable and significant part of attitudes (Fishbein & Ajzen, 2010).<\/p>\n

Katz linked the main functions of attitudes in the structure of personality to adaptation, ego protection, expression of values \u200b\u200band cognition (Katz, 1960). Thus, they are of fundamental importance in guiding perceptions and interpretations, predicting behavior and decisions (Fishbein & Ajzen, 2010), and have a determining relationship to self-development and professional identity (Beauchamp & Thomas, 2009).<\/p>\n

It can be summarized that attitudes and beliefs are in a certain causal relationship, which has a multilayered nonlinear structure. In general, it can be presented as follows:<\/p>\n

\u2013 Beliefs are the consequences of a given behavior and shape the attitude, which \u2013 together with norms, serves to predict intention and behavior. They are deeper and more stable cognitive structures that give meaning to the world and serve as filters for perception, interpretation and action;<\/p>\n

\u2013 Attitudes are more flexible, but also more direct indicators of readiness for action. They can be viewed as \u201eclusters of beliefs\u201d with an evaluative function, which express personal attitudes towards objects\/phenomena, and predispose to certain behavior.<\/p>\n

Many authors summarize the importance of attitudes and beliefs for personality development by emphasizing that beliefs structure identity and cognitive stability, while attitudes regulate emotional and social adaptation.<\/p>\n

Undoubtedly, attitudes and beliefs are an essential part of a person’s professional choices and subsequent professional activity. In the aspect of the teaching profession, the role of attitudes and beliefs has been examined by a number of researchers.<\/p>\n

A classic view is that \u201eteachers’ beliefs influence their perceptions, judgments, and behavior in the classroom\u201d and therefore understanding and studying their structure is \u201ckey to improving educational practice\u201d (Pajares, 1992).<\/p>\n

Other studies prove that there is a direct relationship between self-efficacy as a part of attitudes and teachers’ work results: higher self-efficacy attitudes are associated with greater persistence, richer strategies, and better management (Tschannen-Moran & Woolfolk Hoy, 2001).<\/p>\n

Epistemic beliefs lead to depth of teaching as more sophisticated epistemic beliefs correlate with more in-depth strategies and implementation of constructivist approaches (Nist & Holschuh, 2005).<\/p>\n

There is also more specific research that unequivocally confirms the power of attitudes in the teaching profession. For example, positive attitudes towards inclusion lead to actual practices that are particularly effective if reinforced with available support and training. The opposite trend is also valid \u2013 without the presence of attitudes, there is more limited inclusive behavior (Avramidis & Norwich, 2002).<\/p>\n

A number of empirical studies demonstrate a robust, albeit incomplete, relationship between attitudes and beliefs, with beliefs filtering attitudes and guiding routine pedagogical actions, and change often requiring targeted interventions and time (Pajares, 1992; Fives & Buehl, 2012).<\/p>\n

Based on the analyses made, it can be summarized that beliefs and attitudes both have an independent influence and form a specific complex that determines the teacher’s behavior and directs his professional activity. It can be assumed that beliefs are stable and permanent constructions, based mainly on the teacher’s professional readiness, which influence attitudes. Attitudes \u2013 on their part, are active and emotionally determined constructions that directly influence the teacher’s professional behavior in specific situations in the educational environment. That is why the study of attitudes and beliefs \u2013 both separately and in a complex, is an especially important aspect of the knowledge and development of teachers.<\/p>\n

As complex personally and professionally determined constructs, teachers’ beliefs and attitudes are not easy to study. On the one hand, the difficulties arise from the multidirectionality in which they manifest themselves, and on the other hand, from the very limited set of instruments that rely primarily on the self-assessment and reflection of the respondents (Table 1).<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Table 1.<\/strong> Dimensions of teachers’ beliefs and attitudes<\/p>\n\n\n\n\n\n\n
Construct<\/strong><\/td>\nBasic definition<\/strong><\/td>\nDomains<\/strong><\/td>\nMeasurement examples<\/strong><\/td>\n<\/tr>\n
Teacher beliefs<\/strong><\/td>\n\u201eFilters through which new phenomena are interpreted; perceptions, judgments and behavior are shaped\u201d (Pajares, 1992).<\/p>\n

Beliefs are deeper and more persistent (\u201ewhat I believe is true\u201c).<\/td>\n

\u2013 About children and students learning<\/p>\n

\u2013 About learning and teaching<\/p>\n

\u2013 About pedagogical approaches<\/p>\n

\u2013 About the content of education\/ subjects<\/p>\n

\u2013 About oneself (self-efficacy)<\/p>\n

\u2013 Epistemic beliefs (about knowledge)<\/p>\n

\u2013 Context \/ educational policies<\/td>\n

\u2013 TSES<\/strong> (Teachers\u2019 Sense of Efficacy Scale, Tschannen-Moran & Woolfolk Hoy, 2001)<\/p>\n

\u2013 \u0415pistemic Belief Questionnaires (Hofer & Pintrich, 1997)<\/p>\n

\u2013 Concept Maps, Reflective Journals<\/p>\n

\u2013 Using Reflection and Interviews to \u201cMap\u201d Beliefs<\/td>\n<\/tr>\n

Teacher attitudes<\/strong><\/td>\n\u201cA psychological tendency expressed by evaluating an object with some degree of approval\/disapproval\u201d (Eagly & Chaiken, 2007)<\/p>\n

Attitudes are more direct evaluative orientations (\u201elike\/dislike\u201c).<\/td>\n

\u2013 To education and its specific aspects and philosophies (e.g. inclusion, assessment, constructivism, etc.)<\/p>\n

\u2013 To specific educational approaches, methods, forms, means (e.g. constructivism, interactivity, digitalization, etc.)<\/p>\n

\u2013 To children and students as individuals<\/td>\n

\u2013 Scales for measuring attitudes towards inclusion (Avramidis & Norwich, 2002)<\/p>\n

\u2013 Locally adapted surveys on attitudes towards technology, assessment, etc.<\/p>\n

\u2013 Discussions and case studies<\/p>\n

\u2013 Reflection on personal examples (\u201cHow do I feel about\u2026\u201d)<\/td>\n<\/tr>\n

Relationship between beliefs and attitudes<\/strong><\/td>\nAttitudes are often \u201cclusters of beliefs\u201d (Pajares, 1992).<\/p>\n

Beliefs filter attitudes and guide routine pedagogical actions (Pajares, 1992; Fives & Buehl, 2012).<\/td>\n

\u2013 Beliefs \u2192 basis (filter, frame)<\/p>\n

\u2013 Attitudes \u2192 behavioral impulse<\/p>\n

\u2013 Values \u2192 give normative force<\/td>\n

\u2013 Theory of Planned Behavior (Fishbein & Ajzen, 2010) \u2013 behavioral beliefs \u2192 attitudes \u2192 intentions \u2192 behavior<\/p>\n

\u2013 First clarify beliefs, then address attitudes<\/p>\n

\u2013 Interventions focus on experiences that can trigger both<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Despite the limitations mentioned, there is considerable experience in studying teachers\u2019 attitudes and beliefs. As can be seen, the reflexive approach is the most common in this type of research, and this is not accidental, since attitudes and beliefs are highly personal. Of course, there are also some objective instruments, such as the TSES (Teachers\u2019 Sense of Efficacy Scale), which indirectly validate teachers\u2019 attitudes and beliefs. It is also worth mentioning the theory of planned behavior, which is used as a theoretical basis for numerous empirical studies of teachers\u2019 attitudes and beliefs (Fishbein & Ajzen, 2010) (Table 1).<\/p>\n

 <\/p>\n

Methodology<\/strong><\/p>\n

The aim of the empirical study is to identify the fundamental attitudes and beliefs of students who have chosen the profession of kindergarten and\/or primary school teacher. At the time of the study, they are at the beginning of their studies \u2013 1st year of the specialties \u201cPrimary School Pedagogy\u201d and \u201cPreschool and Primary School Pedagogy\u201d. The study involved 58 bachelor students who are training as specialists with higher education for the first time.<\/p>\n

The main research method is content analysis. The research tool includes an essay on the topic \u201eMy Educational Philosophy\u201c. The essay is developed as an audience assignment within the classes of the discipline \u201eDidactics\u201c. The chosen research approach guarantees the authenticity of the judgments produced by the students within the essay, since the researcher’s motives remain hidden from them.<\/p>\n

 <\/p>\n

Results<\/strong><\/p>\n

Based on the theoretical generalizations, a structured quantitative and qualitative content analysis of the essays was conducted. Empirically, 4 categories for analysis were derived, which contain different numbers of meaningful statements \u2013 specifically isolated tendencies, distributed according to two separate criteria \u2013 beliefs and attitudes. In the course of the analysis, the connections were found, expressing the prototypical structure of the relationship \u201cattitudes \u2013 beliefs\u201d in the personality of future kindergarten\/primary school teachers.<\/p>\n

The result of the content analysis is presented in Table 2. It should be noted that in general, the category \u201cbeliefs\u201d is less numerous than the category \u201cattitudes\u201d \u2013 15 and 19 categories, respectively.<\/p>\n

The first category derived is \u201cVision of modern education\/school\u201d. It contains the most categories of beliefs \u2013 6, and attitudes \u2013 9.<\/p>\n

The second \u2013 \u201eTeacher skills and competences\u201d, contains 4 categories classified as beliefs and 5 \u2013 as attitudes.<\/p>\n

The third category \u201eTeacher image\u201d contains an equal number of categories of beliefs and attitudes \u2013 3 each.<\/p>\n

The fourth category \u201cMotivation for choosing the profession\u201d is the poorest and contains 2 categories of beliefs and attitudes.<\/p>\n

 <\/p>\n

Table 2.<\/strong> Content analysis of the essay \u201eMy Educational Philosophy\u201c<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Content analyze categories<\/strong><\/td>\nSpecific statements\/trends<\/strong><\/td>\n<\/tr>\n
F (%)<\/strong><\/td>\nBeliefs<\/strong><\/td>\nAttitudes<\/strong><\/td>\nF (%)<\/strong><\/td>\n<\/tr>\n
Vision for modern education\/school<\/strong><\/td>\n58 (100%)<\/td>\nEducation is a vocation\/mission, not just a profession<\/td>\nEducation instills values (respect, empathy, kindness)<\/td>\n46<\/p>\n

(79%)<\/td>\n<\/tr>\n

58 (100%)<\/td>\nEducation builds not only knowledge, but also personality\/character<\/td>\n<\/tr>\n
58 (100%)<\/td>\nEach child is unique, with their own potential<\/td>\nIndividual approach<\/td>\n44<\/p>\n

(76%)<\/td>\n<\/tr>\n

54<\/p>\n

(93%)<\/td>\n

Learning is an experience<\/td>\nLearning through experience, creativity, discovery<\/td>\n51<\/p>\n

(88%)<\/td>\n<\/tr>\n

50<\/p>\n

(86%)<\/td>\n

\u0415ducation should be applicable and related to life<\/td>\nInteractive methods (discussions, conversations, dialogues, game methods)<\/td>\n58<\/p>\n

(100%)<\/td>\n<\/tr>\n

Constructivist approach<\/td>\n56 (97%)<\/td>\n<\/tr>\n
Project-based learning<\/td>\n10<\/p>\n

(66%)<\/td>\n<\/tr>\n

Digital technology<\/td>\n35<\/p>\n

(60%)<\/td>\n<\/tr>\n

Group learning<\/td>\n32<\/p>\n

(55%)<\/td>\n<\/tr>\n

41<\/p>\n

(71%)<\/td>\n

The school is a community, not a factory for grades<\/td>\nCooperation with children, students, colleagues, parents<\/td>\n42 (72%)<\/td>\n<\/tr>\n
Teacher skills and competence<\/strong><\/td>\n58<\/p>\n

(100%)<\/td>\n

Empathy, patience, empathy<\/td>\nBalance between rigor and kindness<\/td>\n30<\/p>\n

(52%)<\/td>\n<\/tr>\n

55<\/p>\n

(95%)<\/td>\n

Communication skills<\/td>\nBuilding trust<\/td>\n46<\/p>\n

(79%)<\/td>\n<\/tr>\n

46<\/p>\n

(79%)<\/td>\n

Flexibility<\/td>\nAdapt to the child<\/td>\n50<\/p>\n

(86%)<\/td>\n<\/tr>\n

Openness to innovation<\/td>\n43<\/p>\n

(74%)<\/td>\n<\/tr>\n

36<\/p>\n

(62%)<\/td>\n

Lifelong Learning<\/td>\nSelf-development<\/td>\n39 (67%)<\/td>\n<\/tr>\n
Teacher image<\/strong><\/td>\n54<\/p>\n

(93%)<\/td>\n

The teacher is a friend and support for children<\/td>\nManaging groups<\/td>\n29<\/p>\n

(50%)<\/td>\n<\/tr>\n

52<\/p>\n

(90%)<\/td>\n

The teacher is a role model, example<\/td>\nUpbringing by personal example<\/td>\n49<\/p>\n

(84%)<\/td>\n<\/tr>\n

49<\/p>\n

(84%)<\/td>\n

The teacher is a leader, inspirer, mentor<\/td>\nThe teacher learns together with the children<\/td>\n48<\/p>\n

(83%)<\/td>\n<\/tr>\n

Motivation for choosing a profession<\/strong><\/td>\n58 (100%)<\/td>\nLove for children<\/td>\nSatisfaction from the development of the child\/ student<\/td>\n38<\/p>\n

(66%)<\/td>\n<\/tr>\n

53<\/p>\n

(91%)<\/td>\n

Sense of meaning<\/td>\nSatisfaction from the successes of the child\/student<\/td>\n51 (88%)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

The content analysis of the derived categories of attitudes and beliefs was carried out according to three main criteria derived from the most common theoretical interpretations:<\/p>\n

    \n
  1. Content of attitudes and beliefs as independent personal-professional constructs \u2013 the indicators are the type, frequency and manifestation of attitudes and beliefs within the formulated content category.<\/li>\n
  2. Content of beliefs as filters of attitudes and guiding routine pedagogical actions \u2013 indicators are the number and specificity of attitudes based on certain beliefs.<\/li>\n
  3. Content of attitudes as \u201eclusters of beliefs\u201c \u2013 indicators are the number and specificity of beliefs in the \u201ecluster\u201c of a certain attitude.<\/li>\n<\/ol>\n

    From the data presented in Table 2, it can be seen that the strongest beliefs of teachers are located in three of the 4 categories, as follows:<\/p>\n

    \u2013 In the category \u201eVision for modern education\/school\u201d \u2013 3 beliefs, present in 100% of the essays:<\/p>\n

    \u2013 Education is a vocation\/mission, not just a profession;<\/p>\n

    \u2013 Education builds not only knowledge, but also personality\/character;<\/p>\n

    \u2013 Each child is unique, with their own potential;<\/p>\n

    \u2013 In the category \u201cTeacher skills and competence\u201d \u2013 1 belief, present in 100% of the essays: Empathy, patience, empathy;<\/p>\n

    \u2013 In the category \u201cMotivation for choosing the profession\u201d \u2013 1 belief, present in 100% of the essays: Love for children.<\/p>\n

    The attitudes are not as categorically expressed, which is normal given their larger number and evaluative nature. The only categorically expressed attitude is that of using interactive methods \u2013 various such methods are described in 58 essays or 100% of all surveyed students (Table 2).<\/p>\n

    Other significant attitudes are those for:<\/p>\n

    \u2013 Applying a constructivist approach in education \u2013 indirectly observed in statements in 56 essays or 97% of the surveyed students;<\/p>\n

    \u2013 Achieving satisfaction from the child\/student’s successes \u2013 mentioned in 51 essays or by 88% of the respondents;<\/p>\n

    \u2013 Learning through experience, creativity, discovery \u2013 described in 51 essays or by 88% of the surveyed.<\/p>\n

    Based on the theoretical concept that \u201ebeliefs are filters for attitudes\u201d, from the data presented in Table 2, it can be seen that several significant trends stand out.<\/p>\n

    The belief that \u0435ducation should be applicable and related to life<\/em> \u201efilters\u201c numerous attitudes towards the application of various modern approaches, methods and forms of learning, which have the following structure in the ideas of future kindergarten\/primary teachers:<\/p>\n

    \u2013 Teaching through interactive methods such as discussions, conversations, dialogues, game methods \u2013 indicated by 100% of respondents;<\/p>\n

    \u2013 Application of a constructivist approach \u2013 indicated by 97% of those surveyed;<\/p>\n

    \u2013 Application of project-based learning \u2013 directly or indirectly described by 66% of the participants in the study;<\/p>\n

    \u2013 Integration of digital technologies in the educational process \u2013 an attitude described by 60% of the students surveyed<\/p>\n

    \u2013 Application of group learning \u2013 indicated in 55% of the essays.<\/p>\n

    On the other hand, two beliefs described by all respondents, namely that education is a vocation\/mission, not just a profession and builds not only knowledge, but also personality\/character<\/em>, although they may indirectly refer to other attitudes, actually filter one basic attitude \u2013 that through education values \u200b\u200bsuch as respect, empathy, kindness are cultivated (Table 2).<\/p>\n

    Besides the belief that education should be applicable and related to life<\/em>, just one more thing \u2013 that flexibility<\/em> is a basic quality of a modern teacher \u2013 filters more than one attitude, but there are only two of them (Table 2).<\/p>\n

    It can be summarized that professional beliefs are not yet sufficiently cognitively interiorized in future teachers to be able to filter a variety of attitudes, which in turn provoke full and effective professional behavior. This means that the observed trends are due to the primary ideas of the first-year students about the teaching profession, and not to stable cognitive constructs.<\/p>\n

    Starting from the theoretical premise that \u201eattitudes are clusters of beliefs\u201d, based on the results obtained from the content analysis, several groups can be formed, explaining the state of the \u201cattitudes \u2013 beliefs\u201d relationship of future kindergarten and\/or primary school teachers. This theoretical concept also assumes that within a professional field \u2013 in this case the teaching profession, one attitude will be based on more than one belief. Within the framework of the presented study, it can be expected that the cluster of one attitude will include beliefs from more than one category, or from categories different from the one to which the attitude refers.<\/p>\n

    The results obtained provide grounds for distinguishing the following clusters of beliefs in relation to certain specifically derived attitudes:<\/p>\n

    Attitude towards cooperation with children, students, colleagues, parents \u2013 <\/em>9 beliefs: education is a vocation\/mission, not just a profession; each child is unique, with their own potential; the school is a community, not a factory for grades; empathy, patience, empathy; communication skills; flexibility; the teacher is a friend and support for children; the teacher is a role model, example; the teacher is a leader, inspirer, mentor; sense of meaning.<\/em><\/p>\n

    Attitude towards building trust<\/em> (with students\/children, parents) \u2013 9 beliefs: education is a vocation\/mission, not just a profession; the school is a community, not a factory for grades; empathy, patience, empathy; communication skills; the teacher is a friend and support for children; the teacher is a role model, example; the teacher is a leader, inspirer, mentor; love for children; sense of meaning.<\/em><\/p>\n

    Attitude that education instills values \u200b\u200b(respect, empathy, kindness) \u2013 <\/em>8 beliefs: education is a vocation\/mission, not just a profession; education builds not only knowledge, but also personality\/character; each child is unique, with their own potential; school is a community, not a factory for grades; the teacher must have skills for empathy, patience, empathy; the teacher is a friend and support for children; love for children; a sense of meaning.<\/em><\/p>\n

    Attitude to apply an individual approach \u2013 <\/em>8 beliefs: each child is unique, with their own potential; flexibility; empathy, patience, empathy; education builds not only knowledge, but also personality\/character; empathy, patience, empathy; communication skills; the teacher is a role model, an example; the teacher is a leader, inspirer, mentor; love for children.<\/em><\/p>\n

    Attitude to achieve a balance between rigor and kindness <\/em>(in upbringing) \u2013 <\/em>8 beliefs: education is a vocation\/mission, not just a profession; education builds not only knowledge, but also personality\/character; school is a community, not a factory for grades; empathy, patience, sympathy; the teacher is a friend and support for children; the teacher is a role model, example; the teacher is a leader, inspirer, mentor; love for children.<\/em><\/p>\n

    Attitude that the teacher learns together with the children \u2013 <\/em>7 beliefs: learning is an experience; empathy, patience, sympathy; lifelong learning; the teacher is a friend and support for children; the teacher is a role model, example; the teacher is a leader, inspirer, mentor; love for children.<\/em><\/p>\n

    Attitude to upbringing by personal example<\/em> \u2013 6 beliefs: education is a vocation\/mission, not just a profession; education builds not only knowledge, but also personality\/character; the school is a community, not a factory for grades; the teacher is a role model, an example; the teacher is a leader, inspirer, mentor; love for children.<\/em><\/p>\n

    Attitude to achieve satisfaction from the development of the child\/student<\/em> \u2013 \u200b\u200b6 beliefs: education is a vocation\/mission, not just a profession; education builds not only knowledge, but also personality\/character; each child is unique, with their own potential; the teacher is a leader, inspirer, mentor; love for children; a sense of meaning.<\/em><\/p>\n

    Attitude to achieve satisfaction from the successes of the child\/student \u2013 \u200b\u200b<\/em>5 beliefs: education is a vocation\/mission, not just a profession; the school is a community, not a factory for grades; the teacher is a leader, inspirer, mentor; love for children; a sense of meaning.<\/em><\/p>\n

    Attitude to self-development \u2013 \u200b\u200b<\/em>5 beliefs: flexibility; lifelong learning; the teacher is a role model, an example; the teacher is a leader, inspirer, mentor; sense of meaning.<\/em><\/p>\n

    Attitude for managing groups \u2013 <\/em>5 beliefs: the teacher is a leader, inspirer, mentor; empathy, patience, empathy; communication skills; the teacher is a friend and support for children; the teacher is a leader, inspirer, mentor.<\/em><\/p>\n

    Attitude for provoking learning through experience, creativity, discovery<\/em> \u2013 5 beliefs: learning is an experience; the school is a community, not a factory for grades; communication skills; flexibility; the teacher is a leader, inspirer, mentor.<\/em><\/p>\n

    Attitude for implementing a constructivist approach <\/em>in education \u2013 <\/em>4 beliefs: learning is an experience; education must be applicable and related to life; communication skills; the teacher is a leader, inspirer, mentor.<\/em><\/p>\n

    Attitude for implementing group learning \u2013 <\/em>4 beliefs: education must be applicable and related to life; empathy, patience, empathy; communication skills; the teacher is a leader, inspirer, mentor.<\/em><\/p>\n

    Attitude to adapt <\/em>(professional activity) to the child \u2013 <\/em>4 beliefs: education builds not only knowledge, but also personality\/character; each child is unique, with their own potential; flexibility; the teacher is a friend and support for children.<\/em><\/p>\n

    Attitude to apply interactive methods in teaching children and students \u2013 <\/em>3 beliefs: learning is an experience; communication skills; flexibility.<\/em><\/p>\n

    Attitude to apply project-based learning \u2013 <\/em>3 beliefs: learning is an experience; education must be applicable and related to life; communication skills.<\/em><\/p>\n

    Attitude towards digital technologies (in education) \u2013 <\/em>3 beliefs: education should be applicable and related to life; flexibility; lifelong learning.<\/em><\/p>\n

    Attitude of openness to innovation \u2013 <\/em>3 beliefs: flexibility; lifelong learning; the teacher is a leader, an inspirer, a mentor.<\/em><\/p>\n

    From the analysis, it can be said that the strongest attitudes of future kindergarten and primary school teachers are related to the skills of building and managing a cohesive and collaborative community, individual approach to each child\/student, and achieving a balance between rigor and positivism in education.<\/p>\n

     <\/p>\n

    Conclusion<\/strong><\/p>\n

    The teaching profession is distinguished from most other professions in that it is experienced by those who choose it, even before they are fully prepared for it. Kindergarten and school are an essential part of the sociocultural experience of the child\/student, and the work of the teacher is actively experienced by children and students through the prism of expected behavior and received attitude.<\/p>\n

    The respondents of this study are students who are studying to become teachers immediately or shortly after completing their school education. They have developed attitudes and beliefs about the teaching profession based on their experience as students and probably apply in their essays desired and\/or experienced trends in education and the role of the teacher in it. It can be summarized that the essays express a clear trend towards a humanistic and student-centered educational philosophy, in which the teacher is not only a bearer of knowledge, but also an inspirer, partner and role model. The main part of the essays emphasizes the need for competencies related to empathy, adaptability and the ability to build a supportive environment. Education itself is viewed as a process of personal development, not as mechanical learning.<\/p>\n

    From the judgments generated in the essays, the emotional element is predominant in the attitudes derived, and the beliefs are based primarily on ideas, rather than on firmly established cognitive structures. The conclusions drawn are grounds for confirming that at the beginning of their professional training, future kindergarten and primary teachers are emotionally motivated and understand the current dimensions of the teaching profession, albeit in a primarily naive way. Their expectations are to receive professional training corresponding to the modern educational paradigm.<\/p>\n

    The study provides valuable information for future interventions through which to shape an effective profile of future kindergarten and\/or primary teachers.<\/p>\n

     <\/p>\n

    REFERENCES<\/strong><\/p>\n

    \u0410vramidis, \u0415. & Norwich. B. (2002). Teachers’ attitudes towards integration \/ inclusion: a review of the literature, European journal of special needs education<\/em>, 17<\/em>(2), 29 \u2013 147. https\/\/doi.org\/10.1080\/08856250210129056.<\/p>\n

    Beauchamp, C. & Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education, Cambridge Journal of Education<\/em>, 39<\/em>(2), 175 \u2013 189. http\/\/doi.org\/10.1080\/03057640902902252<\/p>\n

    Djonev, S. (1996). Sotsialna psihologia<\/em>. Sofi \u2013 R\u00a0[in Bulgarian].<\/p>\n

    Eagly, A. H., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition<\/em>, 25<\/em>(5), pp. 582 \u2013 602. https:\/\/doi.org\/10.1521\/soco.2007.25.5.582<\/a>.<\/p>\n

    Fishbein, M. & Ajzen, I. (2010). Predicting and Changing Behavior: The Reasoned Action Approach<\/em>. (1st Ed.). Psychology Press. https:\/\/doi.org\/10.4324\/9780203838020<\/a>.<\/p>\n

    Fives, H., & Buehl, M. M. (2012). Spring Cleaning for the \u201cMessy\u201d Construct of Teachers\u2019 Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?. In: K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA<\/em> Educational Psychology Handbook<\/em>, 2<\/em>. Individual Differences and Cultural and Contextual Factors (pp. 471 \u2013 499). American Psychological Association. https:\/\/doi.org\/10.1037\/13274-019<\/a>.<\/p>\n

    Hofer, B. K., & Pintrich, P. R. (1997). The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning. Review of Educational Research<\/em>, 67<\/em>(1), 88 \u2013 140. https:\/\/doi.org\/10.3102\/00346543067001088<\/a>.<\/p>\n

    Katz, D. (1960). The functional approach to the study of attitudes, Public Opinion Quarterly<\/em>, 24(2), 163 \u2013 204. https:\/\/doi.org\/10.1086\/266945<\/a>.<\/p>\n

    Nist, S. L. & Holschuh, J. P. (2005). Practical applications of the Research on Epistemological Beliefs. Journal of College Reading and Learning<\/em>, 35<\/em>(2), 84 \u2013 92. https\/\/doi\/10.1080\/10790195.2005.10850175<\/a>.<\/p>\n

    Pajares, F. M. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct, Review of Educational Research<\/em>, 62<\/em>(3), 307 \u2013 332.<\/p>\n

    Reid, N. (2015). Attitude research in science education. In: Khine, M.S. Attitude measurements in science education. Classic and contemporary approaches<\/em> (pp. 3 \u2013 47). Charlotte: Information age publishing.<\/p>\n

    Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In: J. Sikula (Ed.), Handbook of research\u00a0on teacher education <\/em>(2nd ed.), (pp. 102 \u2013 119). New York: Macmillan.<\/p>\n

    Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct, Teaching and Teacher Education<\/em>, 17, 783 \u2013 805.<\/p>\n

     <\/p>\n

    Prof. Dr. Nadezhda Kaloyanova<\/strong><\/p>\n

    ORCID iD: 0000-0002-8300-3957<\/a><\/p>\n

    Burgas State University \u201cProf. Dr. Assen Zlatarov\u201d<\/p>\n

    Burgas, Bulgaria<\/p>\n

    E-mail: n.kaloyanowa@gmail.com<\/p>\n

    >> Download the article as a PDF file <<<\/a><\/p>","protected":false},"excerpt":{"rendered":"

    Prof. Dr. Nadezhda Kaloyanova Burgas State University \u201eProf. Dr. Assen Zlatarov\u201d (Bulgaria) https:\/\/doi.org\/10.53656\/ped2026-2s.01 Abstract. This study substantiates the importance of teachers’ attitudes and beliefs in their professional activity. Their specificity as psychological constructs is examined, as well as the peculiarities of the relationship between them. Leading theoretical interpretations of the role of attitudes and beliefs […]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":[],"jnews_primary_category":[]},"categories":[1],"tags":[5615,17921,17920],"yoast_head":"\nRole of Attitudes and Beliefs for Choosing a Kindergarten or Primary School Teacher Profession - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/azbuki.bg\/uncategorized\/role-of-attitudes-and-beliefs-for-choosing-a-kindergarten-or-primary-school-teacher-profession\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Role of Attitudes and Beliefs for Choosing a Kindergarten or Primary School Teacher Profession - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"Prof. Dr. Nadezhda Kaloyanova Burgas State University \u201eProf. Dr. Assen Zlatarov\u201d (Bulgaria) https:\/\/doi.org\/10.53656\/ped2026-2s.01 Abstract. 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