Growth and Fixed Mindset: Impact on the Teaching Efficacy During Teaching Practice among Prospective Teachers in Azad Jammu and Kashmir

Abstract

This study examined the relationship between growth and fixed mindsets and teaching efficacy among prospective teachers in Azad Jammu and Kashmir. Using an ex-post-facto research design, data were collected from 382 prospective teachers enrolled in teacher education programs who had completed long-term teaching practice. The Growth vs. Fixed Mindset Scale and the Teacher Efficacy Scale for Prospective Teachers were administered through an online survey. Descriptive statistics, Pearson correlation, and regression analysis were used for data analysis. Results showed that most participants (61.9%) demonstrated a fixed mindset with some growth-oriented ideas, while only 3.1% exhibited a strong growth mindset. A large majority (93.8%) reported high teaching efficacy. Growth mindset was found to be positively and significantly correlated with teaching efficacy, whereas fixed mindset showed a significant negative relationship. Regression analysis further indicated that growth mindset positively predicted teaching efficacy, while fixed mindset negatively predicted it. The findings highlight the importance of fostering growth mindset orientations in teacher education programs to enhance teaching efficacy and prepare future teachers for adaptive and effective classroom practices.