Relationship of Principals’ Growth Mindset on the Performance and Motivation of Secondary School Teachers

Abstract

The current research paper focuses on the relationship of principals’ growth mindset on the performance and motivation of secondary school teachers. Survey research design was used. The objective of the study was to examine the relationship of principals’ growth mindset on the secondary school teachers’ performance and motivation. Principals were not included in the study as a sample, which was one of the limitations of the study. A sample of 234 SSTs was selected out of 566 through the stratified sampling method. Gender provided the base for stratification. Researchers used the Growth Mindset Scale (GMS), Teachers’ Motivation Scale (TMS) and Teachers’ Performance Scale (TPS) for data collection. Content validity of the instrument was completed by using the content Validity Index (CVI) whereas Cronbach’s Alpha was used to assess the reliability of the research tool. Pearson Product correlation and linear regression were used to test the hypotheses. The study concluded that principals growth mindset has a significant impact on the performance and motivation of SSTs. The study recommended that the government may conduct workshops regarding the developing growth mindset of principals so they can effectively work in their schools. The study has theoretical implications that principals who work with a growth mindset play a vital role in boosting teachers’ motivation and their performance. This study contributes theoretical and practical knowledge to support the inclusion of mindset theory.