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Background. There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Results. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.

Summary. The responses of the pupils in 60 6th grade classes to a 40-item questionnaire assessing attitudes towards the school, the teacher, and the classmates are factor analysed at two levels of aggregation, classes and pupils-within-classes. The same factors were found at both levels but they accounted for different amounts of variance: at the class level factors reflecting attitudes towards the teacher and characteristics of the class as a whole were strong, while at the individual level factors reflecting attitudes towards the school and the individual pupil's relations to the classmates were strong. Relations between personality variables and the attitude scales are also studied at the two levels of aggregation and implications of the results for the measurement of personality are discussed.

Summary. The present study tested the hypotheses that there would be sex differences in the relationship between academic achievement and (1) self-esteem, (2) perception of parental pressure towards academic achievement and (3) perceived value of the school. These hypotheses were derived from an analysis of self-esteem theory in relation to sex related roles and norms in our culture. The hypotheses were tested using 348 children in five different class levels. Results showed that from the 4th to the 8th class level low academic achievement was associated with low self-esteem and with strong perceived parental pressure for boys, but not for girls. At the 8th class level low achievement was associated with low perceived value of the school for the girls while there was no such relationship for boys. The results supported the hypothesis that academic achievement has different effects for boys and girls.