THE PRIORITY NEED ASSESSMENT OF TEACHER’S GROWTH MINDSET DEVELOPMENT IN SCHOOL UNDER THE OFFICE OF UDONTHANI PRIMARY EDUCATIONAL SERVICE AREA 3

Abstract

          The objectives of this research were to study 1) the actual state and the desirable state of teachers’ growth mindset, and 2) the priority needs of teachers’ growth mindset in school under the Office of Udonthani Primary Educational Service Area 3. The sample research comprised of 339 school administrators and teachers those were collected by stratified random sampling through the chart of Krejcei and Morgan. The research instrument was a 5- level rating scaled questionnaire with the IOC between .06-1.00, and the reliability was 0.969. The data were analyzed by mean, standard deviation and the Priority Needs Index (PNI Modified). The research result found that: 1) the actual state of teachers’ growth mindset of the overall quality and each characteristic was a high level. Considering each characteristic, it was found that the highest mean score is determination and dedication to work (x ̅ = 4.40) and the lowest mean score is creating job challenges for yourself (x ̅ = 3.86). The desirable state of teachers’ growth mindset of the overall quality and each characteristic was a highest level. Considering each characteristic, it was found that the highest mean score is determination and dedication to work (x ̅ = 4.62) and the lowest mean score is creating job challenges for yourself (x ̅ = 4.39). 2) The priority needs of teachers’ growth mindset in school under the Office of Udonthani Primary Educational Service Area 3 found that the highest index is creating job challenges for yourself, followed by learning from obstacles, having the role model to inspire yourself, learning from Learning from Criticism and Negative feedback, and the lowest index is determination and dedication to work.