Understanding SNED teachers’ beliefs on student growth: a qualitative inquiry based on mindset theory

This qualitative study examines how Special Needs Education (SNED) teachers perceive and support the academic growth of learners with disabilities, drawing on Mindset Theory. Specifically, it explores how SNED teachers' beliefs, motivations, attitudes, and behaviors influence their instructional practices and expectations for student development. Twelve licensed SNED teachers from public schools participated in in-depth, semi-structured interviews. The data were analyzed using thematic analysis, resulting in the emergence of several key themes aligned with four core variables: belief in intelligence, motivation, attitude, and behavior. Findings reveal that SNED teachers demonstrate strong growth-oriented mindsets, recognizing that all students have the potential to improve given the right support and strategies. Their motivation is sustained by a deep sense of purpose in teaching and reinforced through professional growth opportunities. Teachers' attitudes, shaped by compassion and patience, foster environments where progress is valued over perfection, and growth is viewed as a shared responsibility. In terms of behavior, teachers exhibit resilience, adapt their instructional methods, and foster inclusive practices to support the diverse learning needs of their students. The results highlight the central role of teachers' beliefs in shaping effective, inclusive, and student-centered practices. This study emphasizes the importance of equipping educators with not only pedagogical skills but also a growth-oriented mindset that believes in the capacity of every learner to succeed.