The Influence of Growth and Fixed Mindsets among Special Education Teachers on the Implementation of Career Transition Programs
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.15.2025Keywords:
Growth mindset, fixed mindset, special education teachers, career transition program, student with special educational needsAbstract
This research proposal aims to examine the influence of special education teachers’ mindsets on the implementation of career transition programs for students with special educational needs (SEN) in Malaysian secondary schools. Despite the formal introduction of the Career Transition Program Module by the Ministry of Education in 2019, implementation across schools has remained inconsistent. While past studies have explored structural factors such as teacher readiness, training, and resource constraints, limited attention has been given to internal belief systems that shape pedagogical behaviour. Grounded in Dweck’s Growth Mindset Theory, this study investigates whether teachers’ beliefs about the malleability of student abilities, either as developable through effort (growth mindset) or predetermined and static (fixed mindset), influence the quality and consistency of transition program delivery. Adopting a quantitative cross-sectional design, data will be collected through structured questionnaires from special education teachers across nine districts in Kedah. Descriptive and inferential analyses, including Pearson correlation, will be used to explore the relationship between teacher mindset and implementation levels. This study is expected to provide new insights into how psychological constructs such as mindset shape teaching practices in special education. The findings have the potential to inform the design of belief-oriented professional development and inclusive transition practices. Importantly, this research supports Sustainable Development Goal 4 (Quality Education) by promoting equitable learning opportunities, and Goal 17 (Partnerships for the Goals) through its emphasis on cross-sector collaboration in supporting students with special needs.
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