Peer-reviewed article
Growth Mindset and Professional Development among Early Childhood Educators: An Empirical Survey in Early Childhood Education Settings
Theresia Alviani Sum, Emilia Graciela Mega Taran ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This survey looked at how early childhood teachers in Manggarai Regency, East Nusa Tenggara, Indonesia, think about learning and professional growth. Twenty-nine teachers completed a Likert-scale questionnaire, and the results were summarised with descriptive statistics. Teachers reported a strong growth mindset, high professional engagement and high reflective teaching. They also reported that children became more independent and enthusiastic about learning. The authors suggest context-specific training and stronger teacher learning communities.
Key points
- Growth mindset score was high (M = 3.98).
- Professional engagement was high (M = 4.03), although participation in learning communities varied.
- Reflective teaching was high (M = 3.94).
- Teachers reported increased children's independence and learning enthusiasm (M = 3.98).
- The authors call for context-specific training and stronger teacher collaboration and learning communities.
Limitations
The sample is very small (29 teachers) from one regency, and the data are teachers' self-reports. Only descriptive statistics were used, so the study cannot show that growth mindset caused better practice or better outcomes for children, and children's outcomes were not measured directly.
Abstract
Professional development for Early Childhood Education (ECE) teachers requires a growth mindset to address instructional challenges and limited access to training, particularly in rural areas. This study aims to examine the association between growth mindset and professional development orientation among ECE teachers in Manggarai Regency, East Nusa Tenggara, Indonesia. Using a descriptive quantitative survey approach, data were collected through a closed-ended Likert-scale questionnaire completed by 29 teachers. Data were analyzed using descriptive statistics (means, standard deviations, and score ranges) across four categories: growth mindset, professional engagement, reflective teaching, and perceived impacts on children’s behavior. The results indicate a strong growth mindset (M = 3.98) and high professional engagement (M = 4.03), although participation in learning communities varied; reflective teaching was also high (M = 3.94), and teachers reported increased children’s independence and learning enthusiasm (M = 3.98). These findings imply the need for context-specific training and strengthened teacher collaboration/learning communities to enhance reflective practice and improve the quality of ECE provision.