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

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Mudrák J., Zábrodská K., Šalamounová Z., Sedláček M., Procházková B., Šeďová K.
Československá psychologie (Czechoslovak Psychology)
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2025
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vol. 69
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issue 2
63-80
EN
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.
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