INVESTIGATING THE RELATIONSHIP BETWEEN TEACHER’S MINDSETS (BELIEFS REGARDING INTELLIGENCE AND ABILITY), THEIR INSTRUCTIONAL PRACTICES AND STUDENTS’ ACHIEVEMENT IN COUNTY SECONDARY SCHOOLS IN NAIROBI, KENYA

Abstract

Educational systems and educators are still searching for new ways to improve student learning and eliminate achievement gaps. Of particular interest are the relationships between teachers' mindsets, instructional practices, and student achievement. While some studies have found empirical links between teachers' implementation of certain instructional practices and student achievement, there are no clear links between teachers' mindsets, instructional practices, and student achievement. This two-phase sequential explanatory study examined whether there is a relationship between teachers' mindsets, instructional practices, and student achievement.

A convenient sample of 211 teachers from various high- and low-performing county schools in Nairobi, Kenya, was purposively selected based on the school's performance criterion as reflected in national standardized tests. Quantitative analysis included structural equation modeling, which was conducted after descriptive statistics were compiled. The analysis revealed a significant relationship between teachers' mindsets and student achievement, no significant relationship between teachers' mindsets and their instructional practices, and a positive, non-significant relationship between teachers' instructional practices and student achievement.