Examining the Interplay between English Language Teachers’ Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research

Abstract

Action research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are argued to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers'-researcher self-efficacy beliefs and growth mindset hypothesizing that action research can impact.The participants of this study were composed of 219 practicing English language teachers who have had varying degrees of action research engagement during or after their graduate programs in English Language Teaching. A quantitative research design was used, and two questionnaires were employed. The findings showed that while teachers’ researcher efficacy beliefs are dramatically raised with the increase in their action research involvement, there was no noticeable relationship between teachers’ mindset and teacher-researcher self-efficacy beliefs. We drew critical implications for language teachers and provided recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset.