This Handbook presents a definitive, state-of-the-art overview of the leading research and scholarship on teachers’ beliefs and their influence on students’ learning and classroom environments. Given the education sector’s amplified sociocultural charge, teachers’ beliefs are likely to influence more than just the delivery and assessment of subject areas. Teachers’ beliefs affect their instruction and context of schooling and thus are deserving of further study. This comprehensive volume addresses current research and theory from global perspectives, including new and promising focus areas for scholars and faculty of educational psychology, school psychology, teacher education, education measurement, school counseling, and beyond. It provides both novices and experts alike a foundational understanding of key conceptual frameworks and methodologies for studying teachers’ beliefs, as well as reviews of the literature on teachers’ beliefs about students, subject matter, instruction, assessment, motivation, and learning. This substantively revised second edition retains and deepens the first edition’s attention to theoretical and empirical foundations and pedagogical and domain-oriented beliefs while expanding into individual differences and student identity. Its numerous applications for education make this handbook an invaluable companion for researchers in education and psychology, with a special focus on K-12 schooling.