Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement
College
Gokongwei College of Engineering
Document Type
Article
Source Title
Current Psychology
Volume
41
Issue
8
First Page
5030
Last Page
5033
Publication Date
8-20-2020
Abstract
Research on mindsets have mostly focused on students’ beliefs about the malleability of their intelligence. However, past studies have not explored how teachers’ beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers’ emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (Mage = 39, SDage = 8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one’s teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed.
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Recommended Citation
Frondozo, C. E., King, R. B., Nalipay, M. N., & Moderno, I. G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology, 41 (8), 5030-5033. Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/15276
Disciplines
Other Teacher Education and Professional Development
Keywords
Teaching—Ability testing; Teachers—Psychology
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