Abstract:

Quantitative research is conducted to identify the level of reflection attained by primary school teachers, and specific factors that could determine higher reflection. In more detail, the present research aims to identify the level of reflection achieved by teachers according to the categorization of Larrivee. It also aims to examine whether gender, age, years of teaching experience, level of education, employment contract, and job satisfaction of teachers are related to their reflection. Three hundred and sixty-eight (368) teachers participate in the research. They were requested to answer the Greek translated, cross- cultural, adapted and validated questionnaire “Survey of Reflective Practice: A Tool for Assessing Development as a Reflective Practitioner”. For the interpretation of research data SPSS 25 is primarily chosen to explore the level of teachers' reflection and to examine factors that could determine higher reflection. The results so far indicate that the participating teachers achieve a higher average in the Pedagogical reflection, in accordance with Larrivee’s fourth-level categorization of teachers’ reflection (namely Pre-reflection, Surface reflection, Pedagogical reflection, Critical reflection). The research also highlights specific factors, such as gender, age, years of teaching experience, level of education, employment contract and job satisfaction of teachers, that have a crucial impact on teachers’ developing higher reflection. All things considered, these quantitative data that are provided and the conclusions drawn will be supplemented with relevant data provided by a larger sample of teachers in future researches. Consequently, another future project that may be of interest would be to apply multiple regression analysis to examine the factors that positively predict teachers’ reflection.

Keywords:

Level of reflection, primary school teachers, quantitative research.