The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed that teachers need a growth mindset and that both teachers and their students benefit when teachers adopt a growth mindset, systematic syntheses of the potential advantages of a growth mindset in teachers are lacking. Therefore, in this article, we present the first meta-analysis on teachers’ growth mindset and its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed a small effect across outcomes. Statistically significant small-to-typical positive associations between teachers’ growth mindset and their motivation in terms of self-efficacy and mastery goals were observed in subgroup analyses. No statistically significant relationships were found with teachers’ performance-approach goals, teachers’ performance-avoidance goals, teachers’ performance on achievement tests, or student achievement. Teachers’ growth mindset was related to instructional practices in terms of mastery goal structures but unrelated to performance goal structures. Moderator analyses indicated that the dimensionality of the mindset measure (recoded from a fixed mindset to a growth mindset measure vs. assessed as a growth mindset), item referent and content of the mindset measure, publication status (published vs. unpublished), world region, educational level, and study quality influenced the strengths of some of the relationships. Overall, our findings extend knowledge about teachers’ mindset and add to the evidence base on teacher characteristics and their links to relevant outcomes.

成长心态的概念——个人相信智力等基本特征是可塑的——在研究、媒体和教育实践中广受欢迎。尽管假设教师需要成长心态，并且当教师采用成长心态时，教师和学生都会受益，但缺乏对教师成长心态潜在优势的系统综合。因此，在本文中，我们首次对教师的成长心态及其与多种结果的关系进行荟萃分析（50 项研究，81 个效应量； N = 19,555）。多层次分析显示对结果的影响很小。在亚组分析中观察到，教师的成长心态与其在自我效能和掌握目标方面的动机之间存在统计学上显着的小到典型的正相关关系。没有发现与教师的表现方法目标、教师的表现回避目标、教师在成绩测试中的表现或学生成绩之间存在统计上显着的关系。教师的成长心态与掌握目标结构方面的教学实践相关，但与绩效目标结构无关。主持人分析表明，心态测量的维度（从固定心态重新编码为成长心态测量与评估为成长心态）、心态测量的项目所指内容和内容、出版状态（已发表与未发表）、世界地区、教育水平和学习质量影响了一些关系的强度。总体而言，我们的研究结果扩展了有关教师心态的知识，并增加了关于教师特征及其与相关结果的联系的证据基础。