Administrator Growth Mindset Affecting Professional Learning Community in School Under Nongkhai Provincial Office of Learning Encouragement

Abstract

The research aimed to 1) study the growth mindset of administrators 2) study the professional learning community of schools and 3) analyze the predictive equations of administrator’s growth mindset affecting the professional learning community under Nongkhai Provincial Office of Learning Encouragement. A sample consisted 145 school administrators and teachers under the Nongkhai Provincial Office of Learning Encouragement, obtained through simple random sampling. The research instrument was a questionnaire with reliability coefficient 0.983. Data were analyzed using statistical software to calculated mean, standard deviation, Pearson’s product-moment correlation coefficient and stepwise multiple regression analysis. Research findings revealed that: The overall level of administrators’ growth mindset was at a high level ( =4.42) and the overall of professional learning community ( =4.44) was at high. The administrators’ growth mindset factors that had the highest effect on professional learning community of schools were Inspiration from Success ( ), Effort in Learning ( ), Embracing work challenges ( ), and Learning from Mistakes ( ). These factors yielded a multiple correlation coefficient (r = 0.945) accounting for 89.3% of the variance (R² = 0.893, p < 0.05). The standard predictive equations is formulated as follows: Standardized regression equation: 0.226( )+ 0.279( )+0.216( )+0.189( ) These results highlight the significant role that growth mindset factors play in shaping the effectiveness of professional learning community.