Fixed or growth: teacher perceptions of factors that shape mindset

Avishay Zilka, Yael Grinshtain, Ronit Bogler

Research output: Contribution to journalArticlepeer-review


This study focuses on the beliefs of teachers regarding the malleability of their skills, and the factors they consider as enhancing or inhibiting teacher mindset. Fourteen semi-structured interviews were conducted. Findings revealed that both internal factors (e.g. background and success experiences) and external factors (e.g. learning climate, principal support and dictated changes) may enhance teacher growth mindset. Inhibitors included low status, unsupportive environments, and burnout. This qualitative research offers a new understanding of the various factors that teachers believe shape their mindset, and it has practical implications in fostering an attitude of growth among teachers.

Original languageEnglish
Pages (from-to)149-165
Number of pages17
JournalProfessional Development in Education
Issue number1
StatePublished - 1 Jan 2022

Bibliographical note

Publisher Copyright:
© 2019 International Professional Development Association (IPDA).


  • Growth mindset
  • fixed mindset
  • implicit theories
  • teachers


Dive into the research topics of 'Fixed or growth: teacher perceptions of factors that shape mindset'. Together they form a unique fingerprint.

Cite this