{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T15:32:05Z","timestamp":1786116725488,"version":"build-2736575974"},"reference-count":65,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,6]],"date-time":"2026-08-06T00:00:00Z","timestamp":1785974400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>Teachers\u2019 educational beliefs act as psychological frameworks that shape how they interpret educational constructs such as teaching, learning, and classroom practice. Need for cognition (NFC) is associated with motivation in learning, problem-solving, and decision-making processes. This quasi-experimental study used a non-equivalent pretest\u2013posttest control group design to examine the associations of a philosophical inquiry-based professional development programme (P4TEduP) with in-service teachers\u2019 NFC and educational belief subscales. The study included 28 teachers from a single private school; 13 participated in the experimental group and 15 in the control group. The P4TEduP was delivered over five days in 10 sessions and used philosophical inquiry stimuli focused on educational concepts. Data were collected using the Need for Cognition Scale and Educational Belief Scale and analysed using paired-samples t-tests, Wilcoxon signed-rank tests, and a two-stage rank-based residualised ANCOVA with HC3 heteroscedasticity-consistent standard errors. After controlling for pretest scores, no statistically significant between-group differences were found in NFC or educational belief subscales. However, NFC and progressivism increased significantly only within the experimental group. Given the small, non-randomised sample and non-significant baseline-adjusted between-group differences, the findings should be interpreted as preliminary empirical and practical evidence, not as support for programme effectiveness or a new theoretical model.<\/jats:p>","DOI":"10.3390\/bs16081353","type":"journal-article","created":{"date-parts":[[2026,8,6]],"date-time":"2026-08-06T11:43:02Z","timestamp":1786016582000},"page":"1353","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Teachers\u2019 Educational Beliefs and Need for Cognition: A Quasi-Experimental Study Based on Philosophical Inquiry"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9288-8382","authenticated-orcid":false,"given":"Fatma","family":"Satiroglu Karaagac","sequence":"first","affiliation":[{"name":"Institute of Graduate Studies, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2031-7622","authenticated-orcid":false,"given":"Hulya","family":"Guvenc","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences, Faculty of Education, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,6]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"186","DOI":"10.51535\/tell.1573393","article-title":"The examination of teachers\u2019 epistemological beliefs and their evaluations of educational programs","volume":"7","year":"2025","journal-title":"Journal of Teacher Education and Lifelong Learning"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"2266253","DOI":"10.1080\/23311886.2023.2266253","article-title":"Enhancing teaching skills of physical education teachers in the Sultanate of Oman through augmented reality strategies: A comprehensive feedback-based analysis","volume":"9","year":"2023","journal-title":"Cogent Social Sciences"},{"key":"ref_3","first-page":"9","article-title":"An investigation on the relationship between prospective teachers\u2019 early teacher identity and their need for cognition","volume":"4","year":"2016","journal-title":"Journal of Education and Training Studies"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"392","DOI":"10.1016\/j.tate.2016.07.024","article-title":"Building teacher identity through the process of positioning","volume":"59","author":"Arvaja","year":"2016","journal-title":"Teaching and Teacher Education"},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"318","DOI":"10.1080\/00313831.2019.1705895","article-title":"Dialogic tensions in pre-service subject teachers\u2019 identity negotiations","volume":"65","author":"Arvaja","year":"2021","journal-title":"Scandinavian Journal of Educational Research"},{"key":"ref_6","doi-asserted-by":"crossref","first-page":"11","DOI":"10.26634\/jelt.7.1.11403","article-title":"Philosophy of education subscales: Predictors of EFL teachers\u2019 professional development","volume":"7","author":"Ashraf","year":"2017","journal-title":"I-Manager\u2019s Journal on English Language Teaching"},{"key":"ref_7","unstructured":"Ayd\u0131n, \u0130. 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