แนวทางการพัฒนากรอบแนวคิดเติบโตของครูเพื่อส่งเสริมการเรียนรู้ของผู้เรียนระดับประถมศึกษา

เมษิยา ขวัญทอง; มนต์นภัส  มโนการณ์; สุบัน  พรเวียง

Authors

เมษิยา ขวัญทอง -
มนต์นภัส มโนการณ์
สุบัน พรเวียง

Keywords:

Elementary Education, Growth Mindset, Learning Opportunities, Teacher Development

Abstract

This research aimed to investigate factors affecting teachers' growth mindset, extract lessons learned from the development process, and develop guidelines for promoting teachers' growth mindset to enhance learning opportunities for elementary learners. A mixed-methods research design was employed. The quantitative sample consisted of 384 teachers affiliated with the Office of Primary Educational Service Area, surveyed using a 5-point Likert scale questionnaire with 39 items (reliability = 0.880). Qualitative data were collected through interviews with 9 experts and validation by 5 experts using purposive sampling.

The findings revealed that factors affecting teachers' growth mindset comprised two dimensions: 1) six components of growth mindset including beliefs in malleable abilities, embracing challenges, persisting through obstacles, sustained effort, learning from criticism, and drawing inspiration from others' success; and 2) four factors influencing learning management including knowledge of growth mindset, internal teacher factors, instructional management, and external support. The development process consisted of five phases: preparation and understanding, development and promotion, classroom implementation, support and monitoring, and sustainable expansion. The developed guidelines comprised eight components: principles, objectives, target groups, development process, stakeholder roles, success factors, evaluation and assessment, and recommendations. The validation results indicated that the guidelines demonstrated accuracy and appropriateness at the highest level.

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