The Study of Instructors’ Teaching Behavior Affecting the Development of Cadets’ Growth Mindset: A Case Study of Instructors at the Academic Division, Chulachomklao Royal Military Academy

Abstract

     This quantitative research aimed to 1) study the teaching behavior of instructors at the Academic Division, Chulachomklao Royal Military Academy that affect the development of growth mindset among cadets; and 2) compare the basic factors of the instructors at the Academic Division, Chulachomklao Royal Military Academy to enhance the growth mindset among cadets. The research samples were 123 instructors, selected by simple random sampling method. The research instrument included a questionnaire developed based on PARA MATTER. The collected data were analyzed by mean values, standard deviations, t-test, and one-way ANOVA.

     The research results showed that 1) most of the instructors frequently displayed teaching behavior that affected the growth mindset of cadets by encouraging the cadets to set their own objectives for studying; and 2) from the analysis of basic factors of the instructors, those with academic ranks had higher mean values of the behavior to encourage the cadets to set their study objectives, as well as significantly higher mean values of setting examples for being undaunted by unforeseen problems than those without academic ranks at the level of .05. In addition, instructors with 7-year or more teaching experience had higher mean values of behaving as examples for being resistant to problems and of treating every cadet equally than instructors with 1-6 years of teaching experience. Lastly, science instructors had the lowest level of indomitable behavior, compared to instructors from other academic branches, significantly at the level of .05.