MINDSET, GRIT, AND RESILIENCE IN TEACHER PREPARATION: PSYCHOMETRIC EVIDENCE FROM THAI PRE-SERVICE TEACHERS

Abstract

This study examined the development of professional mindsets and grit among Thai pre-service teachers (PSTs) enrolled in a dual-track teacher education program. A total of 402 fourth-year PSTs completed mindset and grit inventories before and after their teaching practicum. Results showed a moderate positive correlation between mindset and grit (r = .47, p = .001). While grit increased significantly (t = 2.31, p = .021), changes in mindset were not significant (t = 0.68, p = .50). Female students reported higher mindset scores than males, and mindset varied significantly across disciplines, though grit did not. Taken together, the findings suggest that teaching practice enhances perseverance but may also highlight structural constraints leading to checked patterns of growth-oriented construct perceptions. According to this study, mindset and grit behave synergistically as predictors of teacher resilience for sustained professional engagement in Thai teacher education.