Examining the mindset of teachers
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Abstract
The focus of our research is on teachers’ mindset and teacher self-efficacy, and whether these constructs are related to the population of children requiring special attention and treatment. Mindset translates into English as a general worldview, mindset and attitude (Dweck, 2015). Teacher self-efficacy is the belief in teachers’ ability to influence student outcomes and to achieve their teaching and learning goals (Skaalvik és Skaalvik, 2007). 160 teachers participated in the study. As a result of the study, it was found that the majority of the teachers in the sample had developmental mindsets in both general and site-specific areas based on their approach. Furthermore, we found a positive correlation between mindset and teacher self-efficacy. Furthermore, the results suggest that teachers who teach students with a behavioural and learning difficulties diagnosis may differ in mindset and teacher self-efficacy from their colleagues who do not teach students with this diagnosis.
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