| Abstract |
Research on mindsets have mostly focused on students脙垄脗聙脗聶 beliefs about the malleability of their intelligence. However, past studies have not explored how teachers脙垄脗聙脗聶 beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers脙垄脗聙脗聶 emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (Mage =脙垄脗聙脗聣39, SDage =脙垄脗聙脗聣8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one脙垄脗聙脗聶s teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed. |
Mindanao State
University - Iligan Institute of Technology