Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement

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dc.contributor.advisorSchallert, Diane L.
dc.contributor.committeeMemberMcCarthy, Christopher J
dc.creatorWright, Consuela Felice
dc.creator.orcid0000-0003-4618-993X
dc.date.accessioned2017-11-06T15:13:07Z
dc.date.available2017-11-06T15:13:07Z
dc.date.created2017-08
dc.date.issued2017-09-15
dc.date.submittedAugust 2017
dc.date.updated2017-11-06T15:13:07Z
dc.description.abstractTeacher stress can be an important predictor of teachers’ well-being, job satisfaction, and job burnout. There are many factors that contribute to teacher stress and demoralization, including social factors such as parents, students, and administrators. In this report, I explore such social factors as make up a teacher’s ecosystem and then study how curriculum reform interacts with this environment. Previous literature shows that the way school administrators implement curriculum changes is one of the most important predictors of teacher outcomes. I then study an example of curriculum changes that is occurring recently: the “Growth Mindset” movement. After a brief discussion of this attribution theory of learning and motivation, I describe what I learned from an interview with a high school chemistry teacher whose school administrators were attempting to implement growth mindset curriculum changes. In this interview, the teacher discussed how the school administration forced curriculum changes on the teachers without consultation, sufficient time to prepare, or taking into account important factors such as the teachers’ current lesson plans, the subject they were teaching, and individual students’ issues. Future research and interventions to improve teacher-administrator relationships and communication are suggested.
dc.description.departmentEducational Psychology
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T2J38M06F
dc.identifier.urihttp://hdl.handle.net/2152/62456
dc.language.isoen
dc.subjectCurriculum reform
dc.subjectStress
dc.subjectSchool administrators
dc.subjectTrust
dc.titleTeacher stress and curriculum reform : an illustrative example with the “growth mindset” movement
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Psychology
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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