Psychology of Learning from the Perspective of School Teachers: Main Myths

Introduction. Teachers’ beliefs regarding the psychological nature of learning, motivation, and interpersonal interactions play a key role in their teaching practice. These beliefs include many myths – false notions that contradict current scientific evidence. Existing research lacks data on which myths are prevalent among teachers and why, complicating the search for ways to enhance their psychological competence. The aim of this study was to identify and compare the prevalence of key educational myths among Russian school teachers.Materials and Methods. A total of 414 teachers (94.2% women) from four Russian regions participated in the author’s online survey. The questionnaire was specifically designed for this study. It included a demographic section (gender, age, region, length of service, level of education, student category, and subjects taught) to analyze differences between groups, as well as three sets of statements/myths (myths about teaching and learning, myths about motivation and assessment, and myths about classroom interactions). For each statement, participants were asked to rate their level of agreement on a 6-point Likert scale.Results. The most common myths among Russian teachers include the belief that a teacher’s primary task is to explain clearly and present information in an engaging manner, as well as the effectiveness of incorporating dominant learning styles. Primary school teachers and teachers in small towns significantly more often emphasize the clarity and engaging nature of presentation as key tasks, while teachers in large regional centers more frequently emphasize the importance of incorporating effective learning styles. Less common were myths related to motivation, assessment, and interpersonal interaction; however, even these revealed differences depending on length of service, region of residence, and student category.Conclusion. The identified patterns of false beliefs among Russian school teachers are important for understanding the causes of students’ poor educational outcomes. They point to the need for targeted psychological education and provide guidance for modifying the content of modern teacher education.

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