A Study On Group Counselling To Enhance Growth-oriented Thinking Of Junior Secondary School Teachers

People with a growth mindset believe that their intelligence and abilities can be changed and developed,and that they can face setbacks and self-manage.People with a fixed mindset believe that intelligence and ability are inherent and unchanging.Junior secondary education is an important part of the basic education stage,and the mindset of junior secondary school teachers will influence the way students think and have a significant impact on their ability to solve problems.However,there is a lack of research on the mindset of junior secondary school teachers in China,and there is even less group counselling to enhance growth mindset.Therefore,this study aims to investigate the current situation and characteristics of junior high school teachers’ growth mindset development,and propose targeted group counselling programmes accordingly,so as to provide reference value for the overall enhancement of junior high school teachers’ growth mindset.The study consisted of two parts.Study 1 investigated the current situation of the mindset patterns of 504 middle school teachers in three middle schools in Liaocheng.The results showed that the overall growth mindset of middle school teachers in the three middle schools was medium.There were significant differences in the dimensions of teaching plasticity between junior high school teachers who graduated from teacher training and those who graduated from non-teacher training,with the plasticity of growth mindset being higher among non-teacher training majors.There were significant differences in the total scores of the mindset of junior high school teachers of different teaching ages,with the younger the teaching age,the higher the plasticity of growth mindset patterns.Based on the results of Study 2,48 teachers were screened as subjects following the principle of voluntariness,and an experimental design of equal group pre-test and post-test was adopted.24 teachers were randomly selected to be in the experimental group,while the remaining 24 teachers became the control group.The teachers in the experimental group were given group psychological counselling while the teachers in the control group were given regular teaching.After a total of 8 group counselling sessions over 8 weeks,the following results were obtained:(1)There were significant differences in the growth mindset patterns of the experimental group on the pre-test and post-tests,and there were no significant differences in the mindset of the control group on the pre-test and post-tests,and the scores of the experimental group on the post-tests were significantly higher than the scores of the control group on the post-tests.The group counselling for developing growth-oriented thinking was effective in enhancing teachers’ growth mindset.(2)There was no significant change in the overall mindset patterns and mindset pattern scores of the experimental group members on each dimension in the long-term post-test,and the group counseling for developing growth mindset had a long-term effect on the enhancement of junior high school teachers’ growth mindset.