Settles, Karen Rena2021-10-292021-10-292021-10-28vt_gsexam:32943http://hdl.handle.net/10919/106431The purpose of this study was to identify the strategies that school administrators indicate they use to develop and sustain the growth mindset in classroom teachers. The researcher interviewed three administrators from a small, rural county in Virginia to gain understanding of established practices (see Appendix D). Two research questions frame this study: What strategies do Virginia public elementary school administrators use to support and sustain the growth mindset of classroom teachers and how do Virginia public elementary school administrators perceive the importance of developing a growth mindset of classroom teachers? This study seeks to contribute to the body of work completed by Dweck (2006) on fixed and growth mindsets. Additionally, this study will further contribute to the research of Abboud (2019), which explored evidenced-based strategies utilized by building principals in California high schools that supported high-yielding student achievement. An analysis of data revealed important steps that help in the development and sustainability of a growth mindset, as well as suggestions for future research. School divisions and administrators could provide teachers opportunities for growth mindset professional development in support of learning strategies for best practices in teaching. School divisions and administrators benefit when teachers are trained in growth mindset development. In addition, the study found, administrators should form PLCs in schools to provide opportunities for sharing and collaboration amongst peers related to growth mindset. School divisions should encourage administrators in providing timely feedback to teachers and follow up related to developing a growth mindset.ETDIn Copyrightgrowth mindsetfixed mindsetgritCareer developmentDissertation