Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

Frondozo, Cherry Eron; King, Ronnel B.; Nalipay, Ma. Jenina N.; Mordeno, Imelu G.

doi:10.1007/s12144-020-01008-4

Cited by 44 publications

(27 citation statements)

References 17 publications

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“…This finding connects to recent studies on the impact of teachers' mindsets on their teaching and, consequently, students' learning (e.g. Frondozo et al, 2020). Our insights add to the current SSI-based research on teachers' motives (e.g.…”

Section: Preparation Of the Lessonssupporting

confidence: 88%

‘Should We Be Doing It, Should We Not Be Doing It, Who Could Be Harmed?’

et al. 2022

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Many science educators have argued in favour of including socioscientific issues (SSI) in general, and ethical issues in particular, in school science. However, there have been a number of objections to this proposal, and it is widely acknowledged that such teaching places additional demands on science teachers. This study examined the curricula, textbooks and views of both student teachers and established teachers in England and in Germany regarding the teaching of ethical issues in secondary school science, particularly the ethical issues surrounding animal tests. Analysis of the curriculum documents for secondary or upper secondary school science showed that in both countries, ethical considerations feature strongly. However, in both countries, the overall treatments in the school textbooks of the ethical issues of animal testing were generally ‘thin’, and little opportunity was given for students to consider different ethical frameworks. The teacher and student teacher interviews revealed that interviewees generally gave ethical issues less emphasis than fundamental science. A number of interviewees referred to a lack of appropriate teaching material, and many of them also had concerns that such teaching could give rise to classroom management issues or that they might be accused of indoctrinating their students. Given the increasing acknowledgement of the need for school science to address so-called wicked socioscientific problems, these findings are a concern. We end with recommendations for curricula, for textbooks and for teacher education.

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Section: Preparation Of the Lessonssupporting

confidence: 88%

‘Should We Be Doing It, Should We Not Be Doing It, Who Could Be Harmed?’

et al. 2022

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“… Zeng et al (2019) found out that teachers with the growth mindset experience enjoyable challenges, and they found out that wellbeing and incremental mindset act as mediator variables in the correlation between enjoyment and work engagement. Frondozo et al (2020) also stated that teachers’ growth mindset about their instructional capability is significantly correlated with their enjoyment and work engagement. They argued that instructors with a growth mindset in the instructional process usually regard teaching as a flexible job, and they assume activities as chances to improve their capabilities, and this results in enjoyment and work engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

2022

Front. Psychol.

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This review strives to illuminate the related studies on the effect of English as a Foreign Language (EFL) teachers’ positive and negative emotions on their work engagement. The negative correlations among teachers’ boredom, apprehension, shame, frustration, and work engagement have been confirmed in the review of the literature. Furthermore, few studies have validated the effect of teachers’ positive emotions, such as enjoyment and pride, on their work engagement in educational contexts. The studies showed that some factors, such as teacher self-efficacy, teacher self-sufficiency, increased academic challenges, and ambiguity in educational contexts, can mediate the relationship between teachers’ negative emotions and work engagement. The review of literature has emphasized the mediating role of growth mindset in the relationship between teachers’ positive emotions and work engagement. To improve the language teaching quality, the pedagogical implications are explained in the end. Some suggestions for further research are provided to expand the literature about teachers’ emotional variables.

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“…Additionally, it is important to note that growth mindset relates to increased job satisfaction. 51 When employees derive high meaning and deep enjoyment from their work, they will experience more living a calling. In sum, individuals who endorse the belief that a successful career can be developed and that they can achieve their future career goals are more likely to feel they are actually living out their calling than those who believe careers are destined.…”

Section: Growth Mindset About Work and Living A Callingmentioning

confidence: 99%

The Mediating Effect of Self-Regulation on the Association Between Growth Mindset About Work and Living a Calling Among Primary and Secondary School Teachers

Zhang¹,

Zhang²

2021

PRBM

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Purpose:Given that extensive studies have documented the wide-ranging benefits of living a calling, determining whether and how living a calling can be improved is of great importance. Although recent research implies that a growth mindset about work may link to self-regulatory processes and living a calling, little research to date has directly examined the relationships between these variables. Building on Burnette's SOMA model, this study was designed to examine the premise that a growth mindset about work was a predictor of living a calling and to explore the mediating role of self-regulation in the growth mindset about work-living a calling link. Methods: This cross-sectional study was conducted among educational professionals in China. Data were collected from 608 primary and secondary school teachers on growth mindsets about work, self-regulation and living a calling. A structural equation model was used to test the hypothesis that self-regulation would mediate the relationship between a growth mindset about work and living a calling. Results: Consistent with our premise, a growth mindset about work was positively associated with living a calling. Also, a growth mindset about work was significantly associated with self-regulation strategies in terms of goal setting, perseverance, decision making, and learning from mistakes. As hypothesized, a growth mindset about work was related to higher levels of living a calling via goal setting, perseverance, and learning from mistakes. Conclusion:The findings contribute to the increasing breadth of the growth mindset literature across various contexts and its consequences for one's living a calling, which expand the nomological web of correlates of growth mindset about work. Furthermore, these findings suggest that fostering a growth mindset about work may facilitate adaptive behaviors and, thereby, serve as a calling intervention.

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Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

Cited by 44 publications

References 17 publications

‘Should We Be Doing It, Should We Not Be Doing It, Who Could Be Harmed?’

‘Should We Be Doing It, Should We Not Be Doing It, Who Could Be Harmed?’

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

The Mediating Effect of Self-Regulation on the Association Between Growth Mindset About Work and Living a Calling Among Primary and Secondary School Teachers

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