Article
The Effects of Childcare Teachers' Mathematics Growth Mindset on Mathematical Interaction: The Mediating Effect of Mathematics Teaching Efficacy
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
| Metrics | Views 0 / Downloads 0 |
Abstract
This study aims to analyze the effects of early childcare teachers’ mathematics growth mindset and teaching efficacy on mathematical interactions and to examine the mediating effect of teaching efficacy in the relationship between mathematics growth mindset and mathematical interaction. A total of 215 childcare teachers participated in this study. Data collected through questionnaires were analyzed using SPSS 26.0 for descriptive statistics and Pearson correlation coefficients. The mediating effect of teaching efficacy was verified using SPSS PROCESS macro Model 4. The results revealed that teachers' mathematics growth mindset had a significant indirect effect on mathematical interactions through teaching efficacy. Specifically, the mathematics growth mindset was found to be fully mediated by teaching efficacy in influencing mathematical interaction. This finding suggests that teaching efficacy plays a crucial mediating role. These results highlight the necessity of developing and implementing systematic educational programs that simultaneously enhance teachers' mathematics growth mindset and teaching efficacy to promote high-quality mathematical interaction.