Relationships between science teachers' career stage perceptions, teacher subjective well-beings and teacher mindsets

The aim of this study is to reveal the perceptions of science teachers about the application of teaching career steps, and the effect of teacher subjective well-being and teacher mindset levels on the perception of career stages. Since the study tried to reveal the current situations, conditions and characteristics as they are, the descriptive survey method and relational research method were used to find the relationships between variables and their effects on the perception of career stages. The target population in this research was determined as science teachers working in the Central and Bor districts of Niğde province. Purposive sampling one of the non-random sampling methods, was used in sample selection. Middle schools were visited and survey forms were delivered to 61 science teachers. Career Stage Perception Scale developed from the studies of Taşkaya (2007) and Ural (2007); Teacher Subjective Well-Being Scale adapted by Ergün and Sezgin Nartgün (2017), and Teacher Mindset Scale adapted by Şimşek (2022) were applied to teachers. Science teachers' perception of career stages, teacher subjective well-being (with sub-dimensions of school engagement and teaching competence) and teacher mindset (with sub-dimensions of fixed and growing mindset) were determined; were correlated with each other and the effects of teacher subjective well-being and teacher mindset levels on the perception of career stages were evaluated. Science teachers' perception of career stages is low; teacher subjective well-being levels are moderately high (medium-high in the school engagement dimension and high in the teaching efficacy dimension); It was observed that the teacher's mindset level was higher than the medium level (the fixed mindset dimension was higher than the medium level and the growth mindset dimension was higher). A positive, moderately significant relationship was found between teacher subjective well-being scores and teacher mentality and career stages perception scores. A similar relationship was found between teacher mentality scores and career stages perception scores. A positive, moderately significant relationship was found between the school engagement and teaching efficacy dimension scores of subjective well-being and both the growth mindset dimension scores of teacher mentality and career stages perception scores. Fixed mindset dimension scores of teacher mentality were found to be related only to career stages perception scores. This relationship is positive and moderate. It was found that teacher subjective well-being and teacher mentality sub dimension scores (independent variables) significantly predicted career stages perception (dependent variable) scores in a positive way. Among the dimensions, only the school engagement sub-dimension of teacher subjective well-being is a significant predictor of the dependent variable. According to the study, science teachers' low level of perception regarding career stages should be increased. Teachers are at the desired level in terms of subjective well being, and they are especially confident in terms of teaching competence. In terms of teacher mindset, teachers received high scores from both fixed and growth mindset dimensions. Since the growth mindset dimension scores were found to be related to the subjective well being dimension scores, unfortunately, the expected relationship between the growth mindset and the perception of career stages was not found, but the fixed mindset was found to be associated with the perception of career ladders. Implementing practices aimed at improving teachers' scores in the growth mindset dimension will improve the teacher's subjective well-being level but will not improve the perception of career stages. Since teacher subjective well-being and mentality dimensions, especially school engagement scores, alone predict the perception of career stages, teachers should be supported in activities that increase school engagement. The reason for the relationship between the fixed mindset dimension and the perception of career ladders can be investigated. Keywords: Science Teacher, Career Steps, Teacher Mindset, Teacher Well-Being