School districts hold innate ability and aptitude at a very high regard (Resnick & Hall, 1998). In contrast, more than thirty years of research show that a focus on effort—not intelligence or innate ability—is the key to success in both school and life (Dweck, 2008). While there is growing research coming from research in cognitive science and social psychology to support this theory, it is still an open vision (Resnick & Hall, 2003). Therefore, the aim of this inquiry was to: (1) investigate how teachers perceive themselves in relation to a fixed or growth mindset, (2) explore how teachers perceive mindset informing instruction, and (3) examine the nature of teachers’ professional development related to mindset. The study was conducted at a suburban elementary school outside Pittsburgh, PA. Forty-three teachers responded to the survey. The survey was designed to collect data using multiple choice and open-ended items. The participants were asked to respond to questions regarding teachers’ perceptions, classroom implications, and professional development associated with mindset. The researcher found that teachers perceived a strong link between growth mindset and a range of positive student outcomes and that growth mindset has a strong potential for teaching and learning. The study also found that teachers consistently used practices to foster growth mindset in the classroom and that they use common practices to do so. The findings suggest that there is a desire for more effective training and that professional development may help alleviate some of the perceived challenges teachers face when implementing growth mindset into their teaching expectations and practices.
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