Growth Mindset for School Administrators Affecting Teacher Performance Effectiveness Under the Office of Nongkhai Primary Education Service Area 1

Abstract

This article aims to 1) study the level of the growth mindset framework of school administrators and the level of teacher performance effectiveness, and 2) study of factors affecting teacher performance effectiveness under the Nong Khai Primary Educational Service Area Office 1. The research design is causal research. The research area is the Nong Khai Primary Educational Service Area Office 1. The sample group consists of 302 school administrators and teachers, selected through stratified random sampling. The research tool used is a questionnaire. Data were analyzed using mean, standard deviation, Pearson's correlation coefficient, and stepwise multiple regression analysis. The research findings are as follows:

1. According to the first objective, the study found that the growth mindset framework of school administrators was at a high level, reflecting their ability to face challenges and maintain a positive attitude toward obstacles. Meanwhile, teachers had high performance effectiveness in designing and managing effective teaching, which resulted in high-quality teaching and the maximum benefit for students.


2. According to the second objective, the study found that the growth mindset framework of school administrators that influences teacher performance effectiveness includes readiness to face challenges, which reflects preparedness and an open attitude toward obstacles; not giving up on obstacles, which demonstrates the ability to persist; learning from feedback, which helps improve work; confidence in effort, which reflects belief in the importance of effort for development; and having role models of success, which motivates and inspires teachers to improve their performance.