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<p>Online Professional Learning Community (OPLC) is recognized as effective for improving teacher performance and student learning outcomes. Additionally, teachers with a growth mindset believe that intelligence can develop over time through effort and learning. This study examined whether an online PLC program grounded in growth mindset theory could enhance technology use and academic motivation among Egyptian science teachers. To achieve this aim, the author proposed a framework for an online professional development program that integrates PLC themes with growth mindset theory attributes. The effectiveness of the program was then evaluated using a mixed-methods approach. Participants included eight in-service science teachers (<i>n</i> = 8). Using a mixed-methods design, this study evaluated an online PLC program grounded in growth mindset theory for Egyptian science teachers (*<i>n</i>* = 8). Quantitative data (rubric observations, *<i>p</i>* &lt; 0.05) revealed significant improvements in technology integration, supported by qualitative themes (e.g., adoption of PhET simulations and Edpuzzle). Motivation scores remained stable (*<i>p</i>* &gt; 0.05), likely due to high baseline levels. The study offers a scalable framework for resource-constrained contexts, though future work should expand samples and add control groups.</p>

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Online PLC Based on Growth Mindset Theory for Developing Science Teachers’ Technology Use and Academic Motivation in Egypt

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月7日

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  • Jielan Elsayed Kamel

摘要

Online Professional Learning Community (OPLC) is recognized as effective for improving teacher performance and student learning outcomes. Additionally, teachers with a growth mindset believe that intelligence can develop over time through effort and learning. This study examined whether an online PLC program grounded in growth mindset theory could enhance technology use and academic motivation among Egyptian science teachers. To achieve this aim, the author proposed a framework for an online professional development program that integrates PLC themes with growth mindset theory attributes. The effectiveness of the program was then evaluated using a mixed-methods approach. Participants included eight in-service science teachers (n = 8). Using a mixed-methods design, this study evaluated an online PLC program grounded in growth mindset theory for Egyptian science teachers (*n* = 8). Quantitative data (rubric observations, *p* < 0.05) revealed significant improvements in technology integration, supported by qualitative themes (e.g., adoption of PhET simulations and Edpuzzle). Motivation scores remained stable (*p* > 0.05), likely due to high baseline levels. The study offers a scalable framework for resource-constrained contexts, though future work should expand samples and add control groups.