Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system

Teachers have a complex and multidimensional system of socially constructed beliefs that influence their professional practice. Based on self-reported 449 Portuguese primary teachers we explored the connectivity between grade retention other psycho-pedagogical using structural equation model. We also studied psychological centrality latent profile analysis. The results indicated teachers’ are maintained within with high degree centrality, especially when shared by community. These findings may implications to educational policies aim reduce rates.