THE IMPACT OF GROWTH MINDSET ON TEACHING PRACTICES IN SPECIAL EDUCATION

Abstract (English)

The educational landscape is continually evolving, particularly in the realm of special education, where teachers face unique challenges in meeting the diverse needs of their students. A growth mindset, defined as the belief that abilities and intelligence can be developed through dedication and hard work, has emerged as a pivotal concept in enhancing teaching practices and fostering resilience among educators. This systematic literature review aims to explore the impact of adopting a growth mindset on special education teachers, focusing on its influence on instructional strategies, self-efficacy, and professional development. It suggests how embracing a growth mindset, which stresses that intellect and abilities can be acquired through effort, promotes resilient teaching practices, successful teaching tactics, and differentiated instruction in inclusive learning environments. A thorough analysis of research conducted between 2020 and 2024 was performed using databases such as Scopus, Web of Science (WoS), and ERIC. The review identifies three key themes: (1) the effect of growth mindset on differentiated instruction, (2) its influence on teacher self-efficacy, and (3) the significance of professional development programs in fostering growth mindset principles. The findings reveal that teachers who adopt a growth mindset are more adaptable, resilient, and effective in meeting the diverse needs of students with disabilities. Additionally, professional development initiatives that emphasize growth mindset principles greatly improve both teaching practices and student outcomes in special education. This review highlights the necessity for further research into growth mindset interventions and their effects on the professional development of special education teachers.