Delving into the relationship between teacher growth mindset, role perception, and teaching performance in Taiwanese ECE context: the mediational path of role perception

Teachers’ mindset influences student learning. A growth mindset fosters adaptability, belief in skill development through effort, and professional growth. With the evolution of early childhood education, teachers must shift from traditional roles to holistic education providers. This study explored how teacher mindset, role perception, and teaching performance are interconnected, focusing on role perception as a mediator. Four hundred sixty-seven kindergarten teachers in Taiwan participated, showing strong beliefs in a growth mindset and clear role perceptions. Moderate correlations were found among growth mindset, role perception, and teaching performance. Role perception was found to mediate the relationship between growth mindset and teaching performance. Teachers with a growth mindset demonstrated positive attitudes and engaged in professional development, enhancing their performance. Cultivating a growth mindset and embracing challenges in teacher training is recommended. Future research could delve into qualitative analysis to explore the impact of different thinking patterns on teaching performance.