Teachers’ growth mindset, self-efficacy and the meaningfulness of teaching: A two sample study

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F25%3A00619363" target="_blank" >RIV/68081740:_____/25:00619363 - isvavai.cz</a>

Alternative codes found

RIV/00216224:14210/25:00141389 RIV/00216208:11230/25:10513935

Result on the web

<a href="https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/674/212" target="_blank" >https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/674/212</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.51561/cspsych.69.2.63" target="_blank" >10.51561/cspsych.69.2.63</a>

Result language

angličtina

Original language name

Teachers’ growth mindset, self-efficacy and the meaningfulness of teaching: A two sample study

Original language description

Objectives. Despite extensive research on the effects of teachers’ growth mindset (i.e., a belief that students’ abilities are malleable qualities that can be developed through effort and practice) on student outcomes, limited studies have considered how teachers’ growth mindset affects teachers’ work experiences. Sample and settings. Authors assessed the relationships among teachers’ mindset, self-efficacy and the perceived meaningfulness of teaching in two studies: a survey of novice Czech teachers conducted by the Ministry of Education, Youth and Sports (Study 1, n=1447) and a representative study including all second-level teachers from 150 Czech elementary schools (Study 2, n=1768). Hypotheses. Based on the social-cognitive framework, hypotheses were tested regarding a positive association between teacher’ growth mindset, teacher’ self-efficacy and the perceived meaningfulness of teaching, both direct and with teacher’ self-efficacy playing a mediating role. Statistical analyses. Hypotheses were tested within a structural equation modeling framework. Results. In both studies, structural equation modeling supported the hypotheses regarding the direct relationships between teachers’ growth mindset, teachers’ self-efficacy, and the perceived meaningfulness of teaching. While both studies revealed a significant mediation effect of self-efficacy in the relationship between teachers’ mindset and perceived meaningfulness, the effect was small. The models explained 6.5% (Study 1) and 19.8% (Study 2) of variance in perceived meaningfulness of teaching. The total effects of teachers’ growth mindset on meaningfulness of teaching were β=.145 (Study 1) and β=.182 (Study 2), while the effects of teachers’ self-efficacy were β=.210 (Study 1) and β=.429 (Study 2). The findings suggest that both teachers’ growth mindset and self-efficacy contribute to a positive teaching experience. Limitations. The limitations of the study include a cross-sectional design, self-report measures and a limited number of variables included in the analysis.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

<a href="/en/project/LX22NPO5101" target="_blank" >LX22NPO5101: The National Institute for Research on the Socioeconomic Impact of Diseases and Systemic Risks</a><br>

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Československá psychologie

ISSN

0009-062X

e-ISSN

1804-6436

Volume of the periodical

2

Issue of the periodical within the volume

69

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

18

Pages from-to

63-80

UT code for WoS article

001487450400001

EID of the result in the Scopus database

2-s2.0-105008715749