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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
FullText Text:
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  Data: Change in Mind: Teachers' Perception of School Improvement with a Growth Mind-Set for Professional Development
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.3102/1679857
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  Data: 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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      – Text: English
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        PageCount: 15
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      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Faculty Development
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Educational Practices
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      – SubjectFull: Motivation Techniques
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Switzerland
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      – TitleFull: Change in Mind: Teachers' Perception of School Improvement with a Growth Mind-Set for Professional Development
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