"What Is Essential Is Invisible": Relationships Among Growth Mind-Set, Flow, Critically Reflective Behavior, and Burnout

• In Event: Teacher Reflection and Shifting Instructional Practices

Abstract

The study focuses on teachers' beliefs regarding the malleability of their teaching ability, and examines the relationships among their growth mindset, flow, critically-reflective behavior (CRB) and burnout, where principals' perceived leadership style is expected to moderate these relations. Responses from 281 Israeli teachers to online questionnaires provided support to most of the research hypotheses. Teachers with growth mindset were more likely to experience flow, practice CRB and feel less burnout. The relationship between teachers' growth mindset and burnout was fully mediated by both flow and CRB. Flow partially mediated growth mindset-CRB relationship, yet the hypothesized moderation effect of principals' leadership was not confirmed. The study contributes to the literature on teachers' mindsets and their professional behavior.

Authors

• Avishay Zilka, The Open University of Israel

• Ronit Bogler, The Open University of Israel

• Shiri Nussbaum, The Open University of Israel