Developing a Teacher Development Model Integrating Growth Mindset and Islamic Principles to Enhance Lifelong Learning Competencies in a Multicultural Context
Keywords:
Growth Mindset, Teacher Development, Lifelong Learning, Islamic Principles, MulticulturalismAbstract
Objective: This study aimed to 1) develop the GMILC Model for teacher development in schools under Yala Municipality; 2) examine its effects on teachers’ lifelong learning competencies in a multicultural context; and 3) evaluate its appropriateness, feasibility, and usefulness.
Methodology: This study employed a Research and Development (R&D) approach with qualitative methods. The participants were 61 educational personnel from schools under Yala Municipality, selected through purposive sampling. Data were collected through in-depth interviews, questionnaires, and classroom observations. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were analyzed through content analysis.
Research Findings: The findings revealed that 1) the GMILC Model comprised five components, namely Growth Mindset, Mindset Communication, Innovative Practice, Learning Culture, and Creative Learning, underpinned by the values of Amanah, Sabr, and Ikhlāṣ 2) the implementation of the model enhanced teachers’ lifelong learning competencies in a multicultural context; and 3) the model was rated at the highest level in terms of appropriateness, feasibility, and usefulness.
Contributions: The GMILC Model provides a framework for teacher development in multicultural schools by integrating Growth Mindset and Islamic principles to foster lifelong learning competencies, a collaborative learning culture, and morality-based professional development.
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