Detecting the Relationships of Teacher's Growth Mindset, Grit, and Receptivity in Curriculum Reform Responding to PISA Key-Competency Assessment

Autor/in	Huang, Ju-Chieh
Titel	Detecting the Relationships of Teacher's Growth Mindset, Grit, and Receptivity in Curriculum Reform Responding to PISA Key-Competency Assessment
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 6, S.1543-1563 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09803-0
Schlagwörter	Resilience (Psychology); Persistence; Individual Characteristics; Teacher Attitudes; Beliefs; Curriculum Development; Achievement Tests; Foreign Countries; Elementary School Teachers; Academic Achievement; Taiwan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausdauer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerverhalten; Belief; Glaube; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulleistung
Abstract	To perform well in the Programme for International Student Assessment (PISA) and respond to rapid social changes, many countries have implemented curriculum reforms. The success of curriculum reform relies on teachers' rational, cognitive and emotional feelings for the challenge of implementation. Teachers' receptivity, growth mindset and grit has an important impact on how they implement new curriculum. In this study, the perspectives of incremental theories of intelligence and teachers' receptivity theory were used to analyze the effects of teachers' growth mindset and grit on their receptivity to key-competency-based curriculum reform. Data were collected from 560 teachers working in 112 elementary schools in Taiwan. A total of 402 valid responses were obtained, with the recovery rate being 71.8%. SEM and MANOVA methods were conducted to analyze the collected data. The results revealed the teachers' growth mindset and grit exhibited strong effects on their receptivity to curriculum reform. Moreover, the existence of significant differences in growth mindset and grit among teachers working at different positions. The findings of this study highlight the importance of the teachers' growth mindset and grit in promoting a curriculum reform. Therefore, schools' leaders could create a growth-oriented teaching culture and encourage teachers to establish a professional community for curriculum reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01