The Relationship Between Self Efficacy and Mindset Among Primary School Teachers
This concept paper aims to discuss the self efficacy with the mindset of primary school teachers in Sabah. Good academic achievement will not be able to be realized if today's rows of teachers do not have efficacy that refers to teaching strategies, classroom management and student involvement. In pursuing this tendency, teachers need to be aware of their responsibilities and roles. If the teacher is confident and always motivated in teaching, then the teaching and learning process runs in an impressive way to reach the school vision which is to produce excellent students. Since the previous five decades, studies have shown that the efficacy of teacher control is closely related to student achievement. The higher the teacher's efficacy, the greater his impression on students. In addition, teachers who have a growth mindset versus a fixed mindset show greater positive impact on student academic achievement. Fixed mindset is a belief that individual trait is something that has been set. Every human being has certain brain and talent advantages and there is nothing that can be done to change it. Growth mindset is defined as an individual's belief that one's traits such as intelligence and talent may be developed through effort and dedication. Therefore, self efficacy is closely related to the mindset of the teacher in producing excellent students.