Homework and Teacher: Relationships Between Elementary School Teachers' Beliefs in Homework and Homework Assignments¹.

ELEMENTARY school teachers; HOMEWORK; MULTIPLE regression analysis; TEACHERS; HABIT

This study aimed to identify elementary school teachers' beliefs in homework and examine the relationships between such beliefs and homework assignments. In the preliminary study, we conducted an open‐ended questionnaire survey and used it to draft the Scale of Elementary School Teachers' Beliefs in Homework. In the main study, an online survey was conducted using the drafted scale, external variables, and an item measuring the amount of homework that teachers assigned. As a result, a four‐factor structure was extracted, comprising "promotion of learning," "communication," "habit formation," and "insight into and evaluation of learning." These four factors showed a significant correlation with all external variables, except one, as predicted. Specific relationships between teachers' beliefs and the amount of homework were observed. Correlational analysis revealed that the amount of homework significantly correlated with "promotion of learning," "habit formation," and "insight into and evaluation of learning." In multiple regression analysis, "promotion of learning" showed a significant relation with the amount of homework. Further, we discuss the implications for teacher education and teaching practice, study limitations, and directions for future research. [ABSTRACT FROM AUTHOR]

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