Abstract

The purposes of this research were: 1) examine the needs assessment and development guidelines for fostering a growth mindset among secondary school teachers; 2) develop a model for enhancing the growth mindset of secondary school teachers; 3) implement the developed model; and 4) evaluate the effectiveness of the model. This study employed a multiphase mixed-method research design consisting of four phases. Phase 1 involved studying the components and conducting a needs assessment. The sample consisted of 413 administrators and teachers under the Northeastern Thailand Secondary Educational Service Area Office. The sample size was determined using Taro Yamane’s formula, and multi-stage random sampling was employed. The research instrument was a needs assessment questionnaire. Phase 2 focused on developing the model. The key informants were nine experts. The research instrument used in this phase was an evaluation form assessing congruence and appropriateness. Phase 3 involved implementing the model. The target group consisted of nine secondary schools under the Office of the Basic Education Commission in Northeastern Thailand, selected through purposive sampling. The research instrument used was a satisfaction questionnaire. Phase 4 involved evaluating the model. The informants included 21 experts and stakeholders. The research instrument was a questionnaire assessing appropriateness, feasibility, and usefulness.

The findings revealed that: 1) The priority needs, ranked in descending order, were learning from criticism and feedback, learning from role models, creating challenges in one’s work, building inspiration, learning from obstacles, maintaining a positive attitude, and demonstrating commitment and dedication to work. The development guidelines emphasized creating an open and respectful communication climate that supports collaborative learning. 2) The growth mindset development model for secondary school teachers consisted of the following principles: learning exchange, model teachers, and creating a supportive working atmosphere. The objectives of the model were to enable teachers to continuously develop themselves, maintain positive attitudes, and sustainably apply the growth mindset in instructional practices. The conditions for success included school administrators integrating the growth mindset into school management systems, teacher development programs, and academic activities to ensure systematic and continuous improvement. 3) The implementation of the model indicated that the target group reported a high level of satisfaction. 4) The evaluation of the model showed that it was rated at a high level in terms of appropriateness, feasibility, and usefulness.

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