A Model of Developing Growth Mindset of School Administrators under the Secondary Educational Service Area Office Chaiyaphum
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Abstract
This study aimed to: (1) examine the components and key indicators of the growth mindset framework; (2) investigate the current conditions, desired conditions, and priority needs for development; (3) develop a model; and (4) evaluate the outcomes of implementing the growth mindset development model for school administrators under the Secondary Educational Service Area Office Chaiyaphum. A multi-phase mixed methods research design was employed, consisting of four phases ;
Phase 1 involved a document analysis, interviews, and verification by seven experts.
Phase 2 involved a survey of 407 school administrators using a structured questionnaire.
Phase 3 focused on model development, followed by content validity and suitability evaluations by nine experts.
Phase 4 implemented the model with 33 school administrators and assessed its effectiveness. Post-implementation evaluation was conducted by 20 stakeholders.
The findings revealed the following: 1) The growth mindset framework for school administrators comprised five components and a total of 30 behavioral indicators; 2) The current condition was at a moderate level, while the desired condition was at the highest level. The priority need for development was indicated by a PNI modified value of 0.44; 3) The developed growth mindset model included: principles, objectives, content, developmental processes, and evaluation methods. The model was found to be highly valid and appropriate; and 4)The results of the implementation of the development model revealed that the post-development scores significantly increased at the .05 level of statistical significance. The overall behavioral performance, as assessed by the indicators, was at the highest level. The level of satisfaction was high. Furthermore, the evaluation of the model after implementation indicated a high level of feasibility and the highest level of usefulness.
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References
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