Despite a large body of research having identified genetic influence on intelligence, and the clear relevance of this information to schooling, few studies have explored teachers’ beliefs about, knowledge of, or openness to behavioural genetic studies of intelligence. Nor do we know whether teachers’ beliefs and knowledge are affected by factors such as age and experience, or individual characteristics such as mindset. The current study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics, and their openness to its relevance to education, with a specific focus on cognitive ability.
Data were gathered from n = 402 teachers from a representative sample of UK schools. Teachers from both primary and secondary schools, and across the state and independent sectors, were recruited. A quantitative on-line questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. A knowledge test was developed based on the top 10 replicated findings from behavioural genetics in this area (Plomin et al., 2016); and a measure of openness to genetic research in education (OGRE) was also developed and found to be reliable, although it requires replication in other samples. Data were analysed using descriptive statistics, ANOVA, correlations and multiple regression.
On average, teachers perceived genetic and environmental factors as equally important influences on cognitive ability, replicating previous findings (Walker and Plomin, 2005) and they tended towards a growth mindset. Knowledge about behavioural genetics was generally low (on average, participants scored 4 out of 10 and scores ranged from 0-10). However, openness to learning about genetics via Continuing Professional Development (CPD) was high. Small but statistically significant differences were observed between groups based on the age of the children teachers taught. Perhaps surprisingly, primary school teachers were significantly more open to behavioural genetics playing a role in education than secondary school teachers were (n2=.032); and early years teachers were less knowledgeable than sixth form teachers (n2=.039). Also, state school teachers were found to be significantly more growth minded than teachers from independent schools (n2=.037).
Overall, findings reinforced the limited research previously conducted. Teachers perceive cognitive ability as something that is influenced equally by nature and nurture. Despite low knowledge of behavioural genetics, which is to be expected when it does not feature at all in teacher training, teachers are open to the role this research could play in education and, on the whole, are keen to learn more about the science. Teachers also suggested the ways in which they would like to be educated further, with a clear preference for hearing directly from scientists.
References
Plomin, R., DeFries, J., Knopik, V. and Neiderhiser, J. (2016). Top 10 Replicated Findings From Behavioral Genetics. Perspectives on Psychological Science, 11(1), pp.3-23.
Walker, S., & Plomin, R. (2005). The Nature–Nurture Question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour. Educational Psychology, 25(5), 509-516. http://dx.doi.org/10.1080/01443410500046697
Education , Genetics , Cognition and Attention
