The Influence of Personal Development and Growth Mindset on Teacher Performance and Implications on Quality of Learning in Private Primary Schools in Serang District

This research aims to examine the characteristics teachers must have, namely a growth mindset, or a mindset that makes them want to develop themselves constantly and have various new skills, and their influence on teacher performance and the quality of learning. Never forget that with effort, planning, and other people’s support, each person can develop their fundamental traits. The present study incorporates survey methods into a quantitative research paradigm. 150 private elementary school teachers spread across 16 sub-districts in Serang Regency are used as the unit of analysis for the questionnaire measurement scale, which uses a scale of 1 to 5. SEM-PLS was used to analyze inferential statistical tests, namely inner and outer model tests. Based on the inferential analysis of the empirical research model, the outcomes of the outer model analysis demonstrate that the indicators of each latent variable yield valid and dependable results. These results show that each latent variable indicator has a high level of measurement accuracy, consistency, and reliability. In the meantime, the model’s goodness of fit results demonstrate that there is a strong match between the empirical model and the ideal model. The hypothesis test revealed that the seven hypotheses were accepted. These hypotheses show how teacher performance, growth mindset, and self-development have a significant impact on the quality of learning in private elementary schools in Serang Regency. Teacher performance can also mediate the influence of self-development and a growth mindset on the quality of learning.