THE DEVELOPMENT OF A TRAINING PACKAGE TO ENHANCE GROWTH MINDSET AND BEHAVIOR IN INSTRUCTION FOR NOVICE TEACHERS
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Abstract
This study evaluated the effectiveness of a modular training program designed to enhance growth mindset and instructional behavior among novice primary school teachers in Hangzhou, China. Addressing common challenges in classroom management, lesson planning, and student engagement, the program integrated mindset cultivation with practical pedagogical strategies. A quasi-experimental one-group pretest–posttest mixed-methods design was used with 20 novice teachers over five weeks (15 sessions). The training included three modules: cultivating a growth mindset, mastering evidence-based teaching strategies, and applying practices through micro-teaching with structured peer feedback. Quantitative data were collected using standardized measures of growth mindset and instructional behavior; analyses included paired-samples tests, effect sizes, correlations, and regression to examine whether mindset predicted changes in instructional behavior. Qualitative data from reflections and interviews triangulated the findings. Results indicated significant improvements in both growth mindset and instructional behavior with notable effect sizes. Growth mindset significantly predicted gains in instructional behavior, and participants reported high satisfaction and perceived feasibility. The findings provide empirical support for integrated, modular professional development that links teachers’ beliefs with day-to-day practice, suggesting a scalable approach to strengthen novice teachers’ long-term professional growth and classroom effectiveness.
Keywords Growth Mindset; Instructional Behavior; Novice Teachers; Teacher Training; Quasi-Experimental
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