Your browser doesn't support javascript.
Teacher mindsets: Impact of teacher expectations
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2124970
ABSTRACT
The Kansas Department of Education has set high goals for academic achievement and postsecondary success. The data trends over the last five years fail to demonstrate progress towards those goals. Learning has been negatively impacted by the effects of the learning environments during the Covid pandemic. The source for achieving those goals is found in the classroom with teachers' and daily instructional decisions. The basis of those decisions was the focus of this study.This study investigated the effects of teachers' implicit theories of intelligence (ITI) or mindsets on teacher expectancies (TE) and the role student gender plays in expectations. The data was analyzed to determine if a teacher's ITI would predict TE as variable or uniform. Also investigated was whether student gender influenced TE. The research questions were addressed with descriptive statistics crosstabulation tables and binary logistic regressions.The data used was from 139 mathematics teachers. Most were female (n = 106, 76.26%), White (n = 131, 94.24%), between the ages of 40-49 (n = 44, 34.65%). Most held a master's degree (n = 92, 66.19%), had 20 years or more teaching experience (n = 60, 43.17%), and were teaching in secondary (9-12) schools (n = 93, 66.91%) at the time they received the survey. There were 68 surveys completed for two male students, one with a high academic profile (HAP) and one with a low academic profile (LAP). The survey containing the same academic profiles with achievements attributed to two girls was completed by 71 math teachers.The analysis revealed that most participants hold a growth mindset (n = 103, 76.47%. Most teachers hold high expectations for male (n = 54, 79.41%) and female (n = 62, 87.32%) students with high academic profiles. And most teachers also hold high expectations for low academic achievement profiles for the male (n = 52, 76.47%) and female (n = 54, 76.06%) students. Cross-tabulation tables showed that most teachers hold uniform expectations for male (n = 52, 76.47%) and female (n = 52, 73.23%) students. The analysis also revealed that female students' low academic profile generated more low expectations ratings than male students. Analysis of teachers' mindsets by gender revealed that male teachers held fixed mindsets at a higher rate than female teachers. The binary logistic regression results show that student gender does not influence teacher expectations (chi. 2 (1)=0.19,p=.661). A binary regression model detected that teacher's fixed mindset would predict teacher expectancy variability or uniformity ( chi. 2 (2)=17.49,p<.001). A teacher with a fixed mindset is 14.25 times more likely to hold variable expectations among high academic and low academic profile students. On the other hand, a growth mindset does not predict teacher expectancy;the results were not statistically significant. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Keywords
Search on Google
Collection: Databases of international organizations Database: APA PsycInfo Type of study: Experimental Studies Language: English Journal: Dissertation Abstracts International Section A: Humanities and Social Sciences Year: 2023 Document Type: Article

Similar

MEDLINE

...
LILACS

LIS

Search on Google
Collection: Databases of international organizations Database: APA PsycInfo Type of study: Experimental Studies Language: English Journal: Dissertation Abstracts International Section A: Humanities and Social Sciences Year: 2023 Document Type: Article