GROWTH MINDSET OF TEACHERS: AN ANALYSIS

The 21st century demands that citizen must have adequate level of Social Emotional Competence in order to
cope with changes that happen in all aspects of his/her life. It is aware that classrooms with warm teacher-child
relationships support deep learning and positive social and emotional development among students. In other
words, the possession of Social Emotional Competence by the students strongly depends on the Social Emotional
Competence of teachers who handle the students. Care should be taken in the development of Social Emotional
Competence of students at the age of 12-14 which is the crucial sage of students in deciding his/her behaviour.
Hence the Present study was carried out with the objectives of finding the Social Emotional Competence of
Teachers handling Standard VII with regard to their Gender, Teaching Experience and Type of Schools.
Normative survey technique was followed by taking one fifty Teachers handling Standard VII as sample for the
present study. Teachers do not differ significantly in their Social Emotional Competence with respect to their
Gender, Type of School, Teaching Experience. However, Teachers differ significantly in the dimensions mean
Social Awareness and mean Teacher Student Relationship with respect to the their Teaching Experience.