Exploring Teachers’ Perspectives on Fostering a Growth Mindset in Elementary Schools: A Case Study
Year: 2026
Type: dissertation
Abstract: In the Ontario public school education system, growth mindset principles shift the focus from students’ innate abilities to academic effort and the development of resiliency. In response to COVID-19 related school challenges, growth mindset approaches have become essential in promoting students’ resilience and academic success. Despite the value of a growth-oriented approach in education, Ontario elementary teachers’ perspectives on the use of growth mindset theory in practice have been overlooked by current theoretical education practices. This qualitative case study examined teachers’ perspectives on fostering growth-oriented approaches in classrooms. Semi-structured interviews were conducted with five primary elementary teachers from Ontario, Canada. Inductive and deductive types of analysis were used in this study. The findings from this analysis, identified 4 major themes: habits for lifelong learning, prioritising student-teacher relationships, intersections between mental health and growth mindset, and current gaps in teacher’s support and training. An in-depth discussion of Ontario student’s post-pandemic challenges along with an emphasis on growth mindset as an innovative and responsive educational approach will be presented in this case study. Further recommendations for teachers regarding classroom approach to growth mindset methodologies and its training are discussed.
Source: TSpace (University of Toronto)
Author: Riley , Sylwia Maria
Institution: University of Toronto
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7204020134