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Educators form beliefs about the purpose of school itself. This is the broadest belief that educators have about schooling and education.

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In education, teachers can have beliefs that start broad, at the schooling level, and narrow into learning beliefs, teaching beliefs, content beliefs, student beliefs, and beliefs about themselves. This can be visualized as an inverted pyramid with the broadest beliefs at the top and the most local beliefs at the bottom.

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Beliefs about content taught and students themselves are more localized to the educator. This includes how students relate to the teacher, how they learn differently from one another, and how content is taught to them.

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Cultural synchronization is a concept that explores how many educators beliefs about a group of students or behaviors of a specific culture can be contradictory to the students' actual reasoning for their behavior or what they need while learning. Synchronization can be improved to support student teacher relationships.

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Educators' beliefs are important because they influence student performance. If a teacher noticeably expects a student to do super well or to fail, the student is more likely to do those things.

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Teacher climate, feedback, input for the student, and output (how much they allow the student to show their knowledge) affect student responses and performance. Students internalize if a teacher is constantly picking on them or using hurtful comments. Therefore, educators beliefs directly and indirectly contribute to student success.

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Beliefs are a foundation for how teachers interpret situations in the classroom and how they handle those situations. Conflict, teaching, social interactions, and more are controlled by educator experience and beliefs, and how they use those things to move forward in a classroom environment.

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Educators’ beliefs are multi-dimensional and can range from broad, global perspectives—such as the purpose of education, the role of schools, expectations for student behavior, and the value of knowledge—to more personal convictions about themselves as teachers. These personal beliefs may include how they view their teaching style, their relationship with students, the significance of the material they teach, and how they perceive their role as instructors.

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Beliefs about knowledge strongly influence what teachers end up teaching in the classroom. Educators who see knowledge as meant to be taught by authority figures, or fixed sources, often rely on behaviorist methods and direct instruction. In contrast, educators who see knowledge as co-constructed may use collaboration and dialogue, believing learning is happening both for teachers and students.

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Educators’ views on students influence classroom relationships and instructional strategies. Beliefs about what it means to be a student, how students should behave, and the impact of student differences all affect how teachers engage with learners. The research shows that students often need to feel autonomous, competent, and connected in order to take ownership of their learning, but these needs can clash with teachers’ beliefs about class management..

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Educator beliefs can become self-fulfilling prophecies. These expectations shape classroom climate, feedback, instructional input, and opportunities to participate. Because beliefs strongly influence behavior, changing them requires intentional reflection. Educators must bring beliefs to consciousness, challenge ineffective ones, and allow time for realignment with best practices.

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Literature on educator beliefs reflects white, middle-class, female educators, and that can result in dismissal of marginalized or underrepresented educators experiences and perspectives in the classroom. Lisa Delpit emphasize the need to include diverse voices in educational research to better understand different approaches to teaching, especially for students from minority backgrounds.

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Teachers hold complex beliefs about themselves—their abilities, roles, and responsibilities in the classroom. These beliefs may range from instruction to classroom management,  and can influence their overall performance.

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Educators would benefit from reflection in order to change their beliefs. Rather than just using observation, they would benefit even more from a deep analysis of classroom dynamics. They need to look at the situations that arise in their classroom through different lenses - especially of their students - to help help gain insight.