Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement

Numerous studies show positive effects of students’ malleable implicit theories their abilities on self-regulated learning and achievements ( Yeager Dweck, 2012 ; Burnette et al., 2013 ), especially when domain-specific are assessed Costa Faria, 2018 ). Thinking school improvement as a collective process for the teaching staff, it is reasonable to assume that this relationship also exists teacher level. Hence, study aims provide answers following overarching question: What role do teachers’ professional play improvement? In first step, measurement instrument was developed assess in domain improvement. second we explored link between these area further developing school’s educational practices. sample N = 1,483 Swiss primary teachers at 59 schools, analyzed how (vs. fixed) related metacognitive emotional-motivational regulation activities perception right track Results can be reliably. Structural equation modeling analyses revealed more view developable, perceptions schools’ were. This relation mediated by activities. However, no significant effect theory found. It concluded have varying beliefs about malleability linked regulation. therefore acknowledges