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Beliefs toward content influence how teachers teach a certain subject. These beliefs impact instructional decisions and instructional strategies used in the classroom.

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Educators tend to teach in ways similar to how they were taught. Aspiring teachers spend numerous hours observing educators at work which influences their teaching styles down the road.

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There are several different categories of educators' beliefs. These beliefs can vary from being personal to being globalized. Any changes in these beliefs can greatly affect an educator's belief system.

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What an educator believes about the nature of learning can significantly impact their teaching strategies. Some may prefer direct instruction while others believe in hands-on learning.

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Unexamined beliefs can unintentionally affect the teaching practices of educators. They might deliver content in ways that are not beneficial to their students.

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The expectations that teachers have for students can influence the outcomes of students. Teachers may treat students differently based on their abilities which can affect their academic performances as a result.

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Beliefs about teaching develop through personal experiences such as pop culture, professional development training, and traditions. Teachers' belief systems influence their attitudes and knowledge which also influences their practices.

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If a teacher can help ensure that fundamental needs are met, their students are more likely to possess high levels of self-determination.

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Lyn Corno suggests that failures can be significant in the process of transforming teaching.

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When a teacher's beliefs are more tied to their sense of self, they are more likely to resist change.

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There is a sense of pressure for teachers to evaluate and revise their beliefs while maintaining the beliefs that serve them and their students well.

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Educators' beliefs may not accurately align with their physical and social realities, yet they still affect their teaching practices.

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Differences between an educator's and their students' beliefs can have negative effects, both instructionally and interpersonally.

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Research has shown that students must feel autonomous, competent, and connected to their classmates and educators to take responsibility for their own learning. Teachers play a significant role in ensuring these needs are met.