The quality of students is reflected in the quality of education. As a result, teachers must be persistent in achieving good and appropriate educational goals. This study aimed to determine the role of a growth mindset on grit in high school teachers in Purwokerto, Indonesia. This research is a quantitative study using a simple random sample sampling technique, which obtained 174 samples of high school teachers in Purwokerto. Data collection in this study used a growth mindset and a grit scale with a reliability coefficient of 0.895 for a growth mindset and 0.913 for grit. The analysis technique in this study uses simple linear analysis. The results showed that the value of F-test = 162.434 and T-test = 12.745 with a significance value (p) = 0.000 (p<005). The hypothesis in the study was accepted, namely that there was an influence between the growth mindset variable on grit. This study obtained a determinant coefficient or Rsquare of 0.486, implying that the influence of the growth mindset variable on the grit variable has an effective contribution of 48.6%. It can interpret as this influence that the perspective or belief held by the teacher will affect the persistence of effort and the consistency of interest held by the teacher. Further research can replicate the model on different populations of subjects with similar subject characteristics, such as kindergarten, elementary, junior high, or special education teachers who handle students.

In the last decade, the use of information and communication technology (ICT) in education is a crucial issue that is often researched, also ICT research at the kindergarten level. However, the most common issue in ICT integration at school is teacher readiness in the integration of ICT. Especially if it applies to kindergarten teachers, integrating ICT in kindergarten students will add positive value to the learning process and students’ study results. The method used in this research is the quantitative method using the ICT integration perception scale questionnaire in learning (α Cronbach = 0,926) which was modified so the questionnaire will match with the research. Thirty kindergarten teachers from the Banyumas area in Indonesia joined this study. The main analysis technique in this research used descriptive analysis and helped with Jamovi 1.8.4. This research shows teachers’ perception of ICT is still in the medium category. There is also an additional finding that age negatively correlates with ICT perception. The discussion related to the findings is also discussed.