During recent years there has been a heavy focus on teacher and student well-being. Teacher demands have increased, as has accountability and finding a balance in the classroom with social justice, economic justice and the stressors of the pandemic. This year due to the results of the fall survey we instituted several new layers of professional development for staff to work on their mindset, well-being and efficacy. The question I am looking at researching is as follows: When teachers participate in a voluntary mindset training program does it have a positive impact on increasing their professional self-efficacy?
I foresee this study being a quantitative study that would be correlational research to establish the relationship between teacher efficacy and professional development on mindset that is designed to increase efficacy and compare them to the group that does not participate in the workshops. There are assumptions and limitations in this study. I also believe if the results prove the question correct that there may be future implications for educational leaders on ways to help increase efficacy through working on teacher well-being and mindfulness.