The Relationship Between in-Service Teachers’ Mindset Types and Their Efficacy Beliefs in Instructional Strategies

Abstract

Mindset is the belief of whether people's abilities can be improved or not. It has been an essential phenomenon in education, and the value of this concept cannot be ignored in teachers' educational career. Teachers' mindset plays a pivotal role in learner achievement and building up self-esteem. On the other hand, there has not been much research that examines teachers' mindset and teacher efficacy in instructional strategies. Thus, this study aims to investigate the relationship between in-service teachers' mindset types and their efficacy in instructional strategies. 130 EFL instructors teaching at the English Preparatory Programs from both state and foundation universities in Turkey participated in this research. Teachers' Self-Efficacy Scale (TSES) and Teachers' Mindset Instrument (TMI) were used as data collection tools. TSES and TMS were found to be the most trustable and valid tools to measure teachers' instructional strategies and their mindset. The reliability of the Teacher Mindset Instrument was measured as = .79. The reliability of Teachers' Self-Efficacy Scale was measured as = .86 for efficacy in instructional strategies. Pearson Correlation Analysis and Regression Analysis was conducted to reveal the relationship between teachers' mindset and teacher efficacy in instructional strategies. The results of the study indicate that there is a significant difference between teachers who have a growth mindset and a fixed mindset in terms of using instructional strategies. The teacher efficacy in the instructional strategies is more powerful when the teachers adopt growth mindsets. Researching these two concepts might contribute to teachers' success in the future. Also, this study will shed light on the teacher development programs that universities will offer to their teachers.

The Relationship Between Physical Activity Level of Teachers, Obesity Prevelance and Life Satisfaction

“…The married teachers' LS level is higher than that of single teachers. This finding is consistent other studies (Yılmaz and Aslan, 2013;Ünal et al 2001;Linn et al 1985). These results support the research results.…”

“…In female teachers, LS is reported to be higher than that of male teachers. Yılmaz and Aslan (2013), Aysan and Bozkurt's (2004) studies on teachers, Ünal et al (2001)'s study on physicians and the findings obtained from Yıldız (2016)'s study on university students are similar to the results of the research. In addition, the findings were found in the literature that there is no significant difference in LS in different genders (Özkul and Cömert, 2018;Özkara et al 2015;Hintikka et al 2001;Hampton and Marshal, 2000;Yıldırım, 2019;Elçi et al 2019;Walker and Kono, 2018), and also there were also studies in favor of it (Bai et al, 2018;Oerbeck, 2019).…”

The Correlation between Event and Life Satisfaction and Curiosity and Discovery Levels of Individuals Participating in Activities in Recreational Areas

“…Çetinkaya (2004) emphasized that marital status affects life satisfaction and concluded that marital status has a positive effect on life satisfaction. Yılmaz and Aslan (2013) examined teachers' life satisfaction and loneliness at work and found that life satisfaction showed a significant difference according to gender variable. Botha and Booysen (2013) examined the relationship between marital status and life satisfaction in South Africa.…”

Level of Teachers' Training in Inclusive Education and Their Sense of Efficacy

“…The composite mean of 3.31 shows that the teachers' sense of efficacy in terms of instructional strategies is at a very high level. Yilmaz (2020) found that teachers who have a growth mindset use instructional strategies more effectively than those with a fixed mindset. Moreover, when teachers adopt growth mindsets, it enhances their teacher efficacy in instructional strategies.…”