Change in Mind: Teachers' Perception of School Improvement with a Growth Mind-Set for Professional Development
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| Title: | Change in Mind: Teachers' Perception of School Improvement with a Growth Mind-Set for Professional Development |
|---|---|
| Language: | English |
| Authors: | Rechsteiner, Beat, Compagnoni, Miriam, Wullschleger, Andrea, Merki, Katharina Maag |
| Source: | AERA Online Paper Repository. 2021. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Metacognition, Learning Processes, Educational Improvement, Measurement Techniques, Teaching Skills, Professional Identity, Correlation, Faculty Development, Elementary School Teachers, Educational Practices, Theories, Motivation Techniques, Teacher Attitudes, Teacher Collaboration, Foreign Countries |
| Geographic Terms: | Switzerland |
| DOI: | 10.3102/1679857 |
| Abstract: | Numerous studies show the positive effects of a growth mindset on students' learning. Little has been said about the role teachers' mindsets play for school improvement. In this study, the authors analyzed whether growth mindsets of teachers (vs. fixed mindsets) have an influence on: (1) the interest in their professional development; (2) their organizational cognitive and emotional-motivational regulation; and (3) their individual perception of whether their schools are on the right track to improve. Multilevel SEM analyses on a sample of Swiss primary school teachers (N=1625) reveal that a growth mindset has a positive effect on the perception of the school's improvement. Furthermore, this effect is mediated through organizational cognitive and emotional-motivational regulation and interest in professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED627244 |
| Database: | ERIC |
| Abstract: | Numerous studies show the positive effects of a growth mindset on students' learning. Little has been said about the role teachers' mindsets play for school improvement. In this study, the authors analyzed whether growth mindsets of teachers (vs. fixed mindsets) have an influence on: (1) the interest in their professional development; (2) their organizational cognitive and emotional-motivational regulation; and (3) their individual perception of whether their schools are on the right track to improve. Multilevel SEM analyses on a sample of Swiss primary school teachers (N=1625) reveal that a growth mindset has a positive effect on the perception of the school's improvement. Furthermore, this effect is mediated through organizational cognitive and emotional-motivational regulation and interest in professional development. |
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| DOI: | 10.3102/1679857 |
