The Study of Growth Mindset of Science Teachers Who Teach Disadvantaged Students

Abstract

This research aimed to survey the growth mindset of science teachers who teach disadvantaged students. The study group consisted of 40 science teachers from 40 small and rural schools under the Office of the Nakhon Si Thammarat Primary Educational Area Office 2, selected from the school database of the educational service area. The research instruments included a growth mindset test and a growth mindset interview form. The statistical data analysis included percentages, frequencies, means, standard deviations, and content analysis. The results showed that science teachers in small and rural schools under the Nakhon Si Thammarat Primary Educational Area Office 2 generally exhibited a high overall growth mindset. When analyzing interview data from the top 10 science teachers with the highest growth mindset scores who agreed to participate in interviews, a clearer understanding of their growth mindset characteristics emerged, particularly in terms of their belief in developing abilities and their perseverance when facing challenges or obstacles. Despite all participants demonstrating a high level of growth mindset, the interviews revealed differences in how this mindset was expressed. The researcher classified these teachers into four groups based on the interview characteristics: Group 1, which demonstrated the characteristics of a growth mindset very clearly; Group 2, which demonstrated these characteristics moderately clearly; Group 3, which demonstrated these characteristics less clearly; and Group 4, which showed a decrease in the characteristics of a growth mindset.