This study analyzes the psychometric structure of the CAPE- R scale, which assesses the beliefs about the educational process in rural teachers; explores the teacher´s profile, and analyzes the significant differences between the beliefs according to sociodemographic variables. The sample included 150 rural teachers from Mendoza, Argentina. The exploratory factor analysis yielded a factorial structure made up of four factors that explained a 44.19% of the variance of responses to the test. Internal consistency coefficients ranged from .74 to .85. The data show a predominance of difficulties in the educational process dimension (M=2.83; DE=.69), the only dimension that reached a significant association with the educational level of the classes (F =4.77, p<.05).

El artículo tuvo los siguientes objetivos, analizar la estructura psicométrica de la escala CAPE-R que evalúa las creencias acerca del proceso educativo en docentes rurales, conocer el perfil docente y analizar si existen diferencias significativas entre las creencias según variables sociodemográficas. Se trabajó con una muestra de 150 docentes rurales de Mendoza, Argentina. Los resultados del análisis factorial exploratorio arrojaron una estructura factorial conformada por cuatro factores que explicaron un 44.19 % de la varianza de respuestas al test. Con respecto a la consistencia interna, los coeficientes oscilaron entre .74 y .85. Los datos muestran un predominio de la dimensión dificultades en el proceso educativo (M=2.83; DE=.69). Además, es la única dimensión que alcanzó una asociación significativa con el nivel educativo en el que el docente imparte clases (F =4.77, ...

This study analyzes the psychometric structure of the CAPE- R scale, which assesses the beliefs about the educational process in rural teachers; explores the teacher´s profile, and analyzes the significant differences between the beliefs according to sociodemographic variables. The sample included 150 rural teachers from Mendoza, Argentina. The exploratory factor analysis yielded a factorial structure made up of four factors that explained a 44.19% of the variance of responses to the test. Internal consistency coefficients ranged from .74 to .85. The data show a predominance of difficulties in the educational process dimension (M=2.83; DE=.69), the only dimension that reached a significant association with the educational level of the classes (F =4.77, p<.05).