TY - JOUR
T1 - The relationships among growth mindset, flow, critically reflective behavior and teacher burnout
AU - Zilka, Avishay
AU - Nussbaum, Shiri
AU - Bogler, Ronit
N1 - Publisher Copyright:
© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - The study focuses on teachers’ beliefs regarding the malleability of their teaching ability. It examines the relationships among teachers’ growth mindset, flow, critically reflective behavior (CRB) and burnout. Whereas educational studies tend to focus more on teachers’ behaviors rather than on their beliefs and feelings, the current study aims to deepen our understanding of the latter. Responses from 281 teachers to online questionnaires provided support to the majority of the research hypotheses. Teachers with a growth mindset were more likely to experience flow, practice CRB and feel less burnout. Moreover, the relationship between teachers’ growth mindset and burnout was fully mediated by both flow and CRB, and flow partially mediated the growth mindset-CRB relationship. The findings imply that teachers with a growth mindset tend to experience higher levels of flow, practice more CRB and feel less burnout, suggesting that flow and CRB may explain these connections. The study contributes to the literature on teachers’ mindsets and their professional behavior, and offers several implications to the theory and practice of teachers’ professional development.
AB - The study focuses on teachers’ beliefs regarding the malleability of their teaching ability. It examines the relationships among teachers’ growth mindset, flow, critically reflective behavior (CRB) and burnout. Whereas educational studies tend to focus more on teachers’ behaviors rather than on their beliefs and feelings, the current study aims to deepen our understanding of the latter. Responses from 281 teachers to online questionnaires provided support to the majority of the research hypotheses. Teachers with a growth mindset were more likely to experience flow, practice CRB and feel less burnout. Moreover, the relationship between teachers’ growth mindset and burnout was fully mediated by both flow and CRB, and flow partially mediated the growth mindset-CRB relationship. The findings imply that teachers with a growth mindset tend to experience higher levels of flow, practice more CRB and feel less burnout, suggesting that flow and CRB may explain these connections. The study contributes to the literature on teachers’ mindsets and their professional behavior, and offers several implications to the theory and practice of teachers’ professional development.
KW - Growth mindset
KW - burnout
KW - critically reflective behavior
KW - flow
KW - implicit theories
KW - teacher learning
UR - http://www.scopus.com/inward/record.url?scp=85168516134&partnerID=8YFLogxK
U2 - 10.1080/21683603.2023.2245372
DO - 10.1080/21683603.2023.2245372
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:85168516134
SN - 2168-3603
VL - 11
SP - 367
EP - 379
JO - International Journal of School and Educational Psychology
JF - International Journal of School and Educational Psychology
IS - 4
ER -