A Validation Study of the What’s My School Mindset? Survey

Abstract

The What's My School Mindset? (WMSM) survey is purported to operationalize teachers' beliefs of their school's ability to help all children learn and grow. In today's data driven educational climate it is important to select a reliable instrument for collecting teacher

Investigating the Relationship between School Level and a School Growth Mindset

“…The four distinct academic mindsets include beliefs; of belonging; that one can grow through effort; that one can succeed at the classroom tasks; and that the classroom work required has value. The four constructs of the academic mindset have been operationalized on the Project for Educational Research that Scales (PERTS) scale (Hanson, 2015;Hanson, in progress b;PERTS, 2014aPERTS, , 2014b). …”

“…6-10). Three subfactors have been identified through quantitative survey validation of the WMSM scale as collaborative planning, shared leadership, and open communication & peer support (Hanson et al, 2016).…”

“…The unidimensional construct of a school growth mindset culture consists of three sub-factors; collaborative planning, shared leadership, and open communication & support (Hanson, Bangert & Ruff, 2016). Growth mindset is an implicit theory grounded in social cognitive theory and the psychosocial theory of personal and collective efficacy (Bandura, 2001;Dweck & Leggett, 1988;Hanson, 2015).…”

“…Growth mindset is an implicit theory grounded in social cognitive theory and the psychosocial theory of personal and collective efficacy (Bandura, 2001;Dweck & Leggett, 1988;Hanson, 2015). For this study the psychosocial construct of a school growth mindset culture was the outcome measure and school level was the independent variable.…”

Validation of the Newly Developed Graphical Inventory of Ethical Leadership (GIEL) Scale: Implications for Administrator Preparation and Business Leaders

“…Though prior scales required by administrator candidates included self-rating of dispositions, research suggested that trait-based assessment have inherent biases and implicitly suggest a permanence, or fixedness, as enduring characteristics that works against a belief in growth through effort (Dweck, 1986;Hanson, 2015). This is of significant importance to agencies conducting program evaluation and accreditation of university programs under the auspices of the National Council for Teacher of Teacher Education (NCATE), the Council for the Accreditation of Educator Preparation (CAEP), and the California Commission on Teacher Credentialing (CCTC).…”