แนวทางการพัฒนากรอบความคิดเติบโตของครูสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงใหม่ เขต 1

Abstract

This research aims to 1) synthesize the components and indicators of teachers' growth mindset, 2) investigate methods for developing teachers' growth mindset, and 3) develop and validate guidelines for developing teachers' growth mindset within Chiang Mai Primary Education Service Area Office 1. The sample group consists of 630 primary school teachers. Their opinions were assessed using a 5-point Likert scale questionnaire, Content validity was between 0.80 and 1.00, reliability was 0.960. and analyzed for confirmatory factor structure using the Mplus program. Qualitative data was collected through interviews with 9 experts with knowledge and experience in teacher development related to growth mindset.The experts were selected purposively and interviewed using a teacher growth mindset development questionnaire.The (draft) guideline for developing teachers' growth mindset was validated by the 9 experts and The validation was conducted form in 3 aspects: appropriateness, feasibility, and usefulness. The research findings are as follows: 1) The components of teachers' growth mindset consist of two dimensions: Internal teacher positive attitudes and Opening up learning spaces for students. The dimension of Internal teacher attitudes comprises six components: Belief in Self-Improvement, Embracing Challenges, Facing obstacles, Persistence, Learning from criticism, and Inspired by Others' Success. The dimension of Opening up learning spaces for students comprises five components: Nurturing Student Self-Belief, Embracing Challenges and Change, Transforming Challenges into Growth , Positive communication with students, and Inspiring Success. Confirmatory factor analysis supported the structural validity of this model. 2) Approaches to fostering growth mindset in teachers consist of four main aspects: Importance of developing a growth mindset is crucial for educational quality. Administrators see it as a key to improving teaching practices, leading to better student learning, Process of developing teachers' growth mindset, Conditions for success, and Limitations/ recommendations for developing a growth mindset. 3) Guidelines for developing teachers' growth mindset attached to Chiang Mai Primary Education Service Area Office 1 include five main aspects: Principles are developing teacher inner positive attitudes and opening up learning spaces for students , Objectives is nurturing Growth Mindset in teachers to enhance student quality, Methods/processes comprises the six-process Framework for developing teacher inner positive attitudes 1)Knowledge Sharing 2) Power of question 3)Coaching 4)Feedback 5)Reflective Thinking and 6)Lesson learned and The Three-Process Approach to Opening Up Learning Spaces for Students 1) Teacher competency 2) Activity design by Growth Mindset and 3) Growth Mindset Classroom Management, Conditions for success, and recommendations are Prioritize Growth Mindset Development, Align Policies, Create Safe Spaces for Idea Sharing and Build Collaborative Networks . Overall, the evaluation of the Guidelines for Developing Teachers' Growth Mindset Attached to Chiang Mai Primary Education Service Area Office indicates a high level of appropriateness, feasibility, and usefulness.