Exploring the Link Between School Principals’ Practices and Mindsets: A Theory of Planned Behavior Approach

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Deeper Dives Into the Practice and Actions of Educational Leaders (Table 2)

Abstract

This mixed-methods study explores the reasons why school principals with a growth mindset, belief that intelligence is malleable, engage or do not engage in Leadership for Learning practices. Some leadership practices that the literature suggests leaders with growth mindsets are more likely to practice include frequent coaching, providing feedback, and encouraging teachers to view problems in new ways. However, the complexity of school principalship often prevents principals from engaging in practices aligned with their growth mindsets. This study took place in a Midwestern state with 13 public school principals who identified themselves as having a growth mindset. The theory of planned behavior approach served as the theoretical framework to explore principals' reasons for their leadership practice choices.

Author

• Talgat Bainazarov, Michigan State University