Abstract

This research aims to explore the components and indicators framework of the growth mindset for enhancing learning management and examines establish the alignment of the model and its indicators with empirical data for teachers in Primary schools. The study is divided into two steps; the first step involved the development of indicators for the growth mindset to enhance teachers’ learning management in Primary schools. This has involved a sample of nine experts in the field of the growth mindset using purposive sampling. The research instrument employed is a questionnaire with a 5-point rating scale consisting of 5 components and 21 indicators. The second step involved examining the components and indicators of the growth mindset for enhancing the learning management of teachers in Primary schools. The sample consisted of 433 teachers in Primary Schools by multi-stage random sampling. The research tool was a 70-item, 5-level closed-end rating scale questionnaire called the Growth Mindset Framework for teachers by collecting empirical data. The index of the discrimination indicators of 0.359 to 0.874 and the reliability of 0.979. The data analysis used descriptive statistics, Pearson correlation coefficients, and affirmative component analysis with Mplus 8.0. The results showed that A) There are 6 components and 21 indicators by synthesizing relevant papers and research. They have been assessed by 9 qualified experts suggesting that they are overall at the highest level. B) The results of the consistent examination of empirical data and models of components and indicators of the growth mindset for enhancing learning management among teachers in Primary schools were consistent. By using chi-square (x²) is equal to 33.927 at 41 degrees of freedom (df), the p-value is equal to 0.7753, the harmonization index (CFI) is 1.000, the TLI is 1.005, the average square quadratic index of estimated difference (RMSEA) is 0.000, the square root of the remaining squared mean in the form of a standard score (SRMR) is 0.036.

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