Literaturnachweis - Detailanzeige
| Autor/inn/en | Nalipay, Ma. Jenina N.; King, Ronnel B.; Mordeno, Imelu G.; Wang, Hui |
|---|---|
| Titel | Are Good Teachers Born or Made? Teachers Who Hold a Growth Mindset about Their Teaching Ability Have Better Well-Being |
| Quelle | In: Educational Psychology, 42 (2022) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Nalipay, Ma. Jenina N.) ORCID (King, Ronnel B.) ORCID (Mordeno, Imelu G.) ORCID (Wang, Hui) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2021.2001791 |
| Schlagwörter | Cognitive Structures; Teacher Effectiveness; Well Being; Self Concept; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Philippines; Positive and Negative Affect Schedule |
| Abstract | Implicit beliefs have received growing attention in the literature. However, past studies have usually focussed on students' implicit beliefs about intelligence. The present study aimed to extend the literature on implicit beliefs to the domain of teaching and examine whether implicit beliefs about one's teaching ability would predict teacher well-being. More specifically, this study investigated whether beliefs that teaching ability is fixed or malleable are associated with various well-being dimensions as indexed by positive emotions, engagement, positive relationships, meaning, and accomplishment. The participants were 547 in-service Filipino teachers who completed a survey assessing the study variables. Structural equation modelling was used to analyse the data. Findings revealed that holding a growth teaching mindset (i.e. that one's teaching ability can be developed and improved) positively predicted all the dimensions of well-being. The findings of the study highlight the importance of having a growth teaching mindset in the promotion of teachers' well-being. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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