Mediated Effect of Resilience and Readiness for Change between Growth Mindset and Depression in South Korean Teachers

Abstract

Since 2020, Korean schools have implemented teaching methods using new online platforms instead of traditional classroom settings due to COVID-19. This study confirms the direct and indirect paths through which growth mindset in teachers positively influences depression through resilience and readiness for change. Questionnaires on growth mindset, depression, resilience, and readiness for change were distributed to 308 teachers (male: 116, female: 192) in middle and high schools. The study obtained 308 complete responses using a mobile URL of Google from October 2021 to November 2021. Data were analyzed through frequency and correlation analyses using SPSS V26 and structural equation modeling. First, the results indicated that growth mindset and readiness for change levels were higher among those with a teaching career of >11 years compared with those with <10 years. Moreover, the growth mindset, resilience, and readiness for change levels were higher among natural science than liberal arts teachers. Second, depression displayed significant negative correlations with growth mindset, resilience, and readiness for change. Third, the SEM results verified the mediating effects of resilience and readiness for change on the relationship between growth mindset and depression among teachers. The independent variable, growth mindset, exerted a statistically significant effect on resilience and readiness for change but did not influence depression (dependent variable). Thus, improving resilience and readiness for change instead of only possessing a growth mindset is necessary for addressing depression. Various changes are required in educational policies and programs to improve the resilience and readiness of teachers for change according to teacher characteristics.