Differences and Relationships Between Teachers' Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan

Existing meta-analyses have shown that active learning strategies are effective in improving students' learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers' beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels. Different teaching methods across school levels in JapanAmong the various teaching methods, some involve more active student engagement through activities such as explanations and discussions among students, known as active learning. However, previous research has highlighted differences in the frequency of teaching methods that teachers use at different school levels. This study investigated how elementary, middle, and high school teachers apply different teaching methods, and perceive teaching and learning. In-service Japanese teachers (N = 550) participated in the study. The findings indicated that teachers across different school levels employed six teaching methods, encompassing those involving students' active learning. Among these levels, elementary school teachers most frequently employed teaching methods that encouraged students' active engagement, followed by middle and high school teachers. When examining the reasons behind the choice of teaching methods, no significant differences were found between school levels, except that their beliefs emphasized that traditional teaching approaches were associated with the reduced use of active learning methods in middle school. On the other hand, beliefs that prioritize student-driven understanding are linked to the use of active learning methods across all school levels. Furthermore, teachers with more experience tended to use these methods less frequently at higher school levels. These findings have significant implications for the effective implementation of active learning, particularly in high school education.