Mindset and motivational predictors of effective teaching practice: Research informs the future of professional development

Abstract

Attempts to inform and engage faculty members about effective teaching may benefit from a consideration of how instructor attitudes impact teaching practices. This study employed Dweck’s concept of growth mindset to examine the relationship of mindset and mastery motivation to evidence-based teaching practices. Faculty members at a research comprehensive university in the United States completed a survey that included measures of mindset, motivation, and teaching practice. Regression analysis revealed that good teaching practice was predicted by growth mindset, mastery goals for students, and instructors’ confidence in their teaching ability. Addressing implicit theories of intelligence and beliefs about mastery might increase the impact and effectiveness of professional development offerings that aim to improve teaching ability.