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Teachers’ grade retention beliefs and practices – The role of collective teacher culture

2026-07-20Artigo científico Acesso aberto
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datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorde Nóbrega dos Santos, Natalie
dc.contributor.authorPipa, Joana
dc.contributor.authorMartinho, Vera
dc.contributor.authorPeixoto, Francisco
dc.date.accessioned2026-09-30T14:22:00Z
dc.date.available2026-09-30T14:22:00Z
dc.date.issued2026-07-20
dc.description.abstractTeachers have a complex, multidimensional system of socially constructed beliefs that shape their practices. Grade retention beliefs, in particular, are embedded within a broader psycho-pedagogical framework and may be reinforced when shared by the teachers’ community. The present study used a person-centred approach to identify teachers’ profiles based on their perceptions of collective teacher culture and grade retention beliefs, to examine how these profiles relate to other psycho-pedagogical beliefs, and to their grade retention intentions and practices. An online questionnaire was completed by 1,597 Portuguese basic education teachers, assessing their beliefs about learning, assessment, intelligence, and grade retention; their intentions and practices regarding grade retention; and their perceptions of collective teacher culture. Latent profile analysis identified six profiles, differentiated by teachers’ perceptions of the collective teacher culture (two weak, two moderate, and two strong), with three profiles supporting grade retention and three sceptical of it. Covariate analyses showed that teachers in the Grade Retention Support profiles reported stronger transmissive and fixed intelligence beliefs, whereas teachers in the Grade Retention Scepticism profiles reported more malleable intelligence beliefs. Teachers in the Strong Collective Teacher Culture profiles also endorsed more transmissive teaching and summative assessment beliefs. Teachers in the Scepticism profiles showed a lower intention to use this practice. The highest grade retention rates were observed within the Weak Collective Teacher Culture and Grade Retention Scepticism profile. These findings highlight the importance of reflective and collaborative practices among teachers to share effective strategies that enhance student success, strengthen collective efficacy, and reduce grade retention rates.eng
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCT
dc.identifier.citationSantos, N. N., Pipa, J., Monteiro, V., & Peixoto, F. (2026). Teachers’ grade retention beliefs and practices – The role of collective teacher culture. Social Psychology of Education, 29(1). https://doi.org/10.1007/s11218-026-10261-7
dc.identifier.doi10.1007/s11218-026-10261-7
dc.identifier.issn1573-1928
dc.identifier.urihttp://hdl.handle.net/10400.12/14089
dc.language.isoeng
dc.peerreviewedyes
dc.publisherSpringer Science and Business Media LLC
dc.relationSFRH/BD/139973/2018
dc.relationSFRH/BD/132195/2017
dc.relationUID/04853/2025
dc.relationUID/04107/2025
dc.relation.ispartofSocial Psychology of Education
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectTeachers’ beliefs · Grade retention · Collective teacher culture · Latent profile analysis
dc.subjectGrade retention
dc.subjectCollective teacher culture
dc.subjectLatent profile analysis
dc.titleTeachers’ grade retention beliefs and practices – The role of collective teacher cultureeng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage34
oaire.citation.issue1
oaire.citation.startPage1
oaire.citation.titleSocial Psychology of Education
oaire.citation.volume29
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNamede Nóbrega dos Santos
person.familyNamePipa
person.familyNameMartinho
person.familyNamePeixoto
person.givenNameNatalie
person.givenNameJoana
person.givenNameVera
person.givenNameFrancisco
person.identifier438346
person.identifier347584
person.identifier.ciencia-idBE1A-8E3B-2BD0
person.identifier.ciencia-id461E-24D2-E262
person.identifier.ciencia-id7D1B-2801-98DC
person.identifier.ciencia-id081A-0164-EFAB
person.identifier.orcid0000-0002-4973-9311
person.identifier.orcid0000-0001-7150-145X
person.identifier.orcid0000-0002-4250-7040
person.identifier.orcid0000-0001-7193-2284
person.identifier.ridE-7230-2015
person.identifier.ridM-4348-2013
person.identifier.scopus-author-id56970646900
person.identifier.scopus-author-id57190489727
person.identifier.scopus-author-id55257840200
person.identifier.scopus-author-id57203935600
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