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Lucia Rapsová, Constantine the Philosopher University in Nitra, SlovakiaKatarína Grznárová, Constantine the Philosopher University in Nitra, Slovakia
Abstract
Psychological literacy is one of the most important literacies of the 21st century, and it is crucial to include it in the primary outcomes of undergraduate training for future teachers. This study aimed to determine the levels and differences in psychological literacy among teachers at different levels of education (kindergarten teachers, primary school teachers at the first degree of education, primary school teachers at the second degree of education, secondary school teachers, and school directors). The research sample consisted of 180 teachers working in kindergartens, primary and secondary schools in the Slovak Republic, aged 20-64 (M = 44.61; SD = 10.50). We measured psychological literacy using several scales covering selected components of psychological literacy - psychological misconceptions (Psychological Misconceptions Questionnaire – Rapsová & Ballová Mikušková, manuscript in preparation), dispositions for critical thinking – critical openness, reflective scepticism (Critical Thinking Disposition Scale CTDS – Sosu, 2013), trust in science (Credibility of Science Scale CSS – Hartman, 2017), integrity (Integrity Scale IS - Schlenker, 2008). We used a one-factor analysis of variance (ANOVA) to verify the differences between the groups, and we found statistically significant differences in the trust in science component (F(4, 175) = 2.67, p = .014) and the integrity component (F(4, 175) = 3.8, p = .018). Post hoc analysis (Tukey HSD) showed that primary school teachers at the first degree of education scored significantly lower on trust in science (p = .014) and integrity (p = .009) than secondary school teachers. The results point to the need to develop psychological literacy tailored to teachers’ professional focus. They support the inclusion of the construct of psychological literacy in the undergraduate preparation of teacher students and in the further education of teachers in practice.
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Conference: BCE2025Stream: Educational Research
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Rapsová L., & Grznárová K. (2025) Teachers’ Psychological Literacy in Practice ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 251-263) https://doi.org/10.22492/issn.2435-9467.2025.21
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.21
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