Influence of Teacher Mindset in Performance and Learning

Abstract

Teachers are at the heart of the challenges brought upon by educational reform. Recognizing the brain’s malleability influences learners to acquire an ability to value effort and persevere when faced with strenuous conditions. This research study strives to determine if a significant correlation exists between teachers’ mindset toward performance and learning and their level of applied effort in learning with evaluative performance outcomes. Spearman’s Rho rank correlation coefficient tests determined if statistically, a significant association existed between teachers’ mindset characteristics in performance and learning in school districts in East Central Florida and if a statistically significant correlation existed between teachers’ mindset characteristics on evaluative performance and their level of applied effort in learning. Results from this study will allow school districts to use the recommendations to deliver appropriate and quality professional development opportunities, while also encouraging school districts to make informed decisions and policies regarding teacher preparation and evaluation programs.