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Paper Abstract
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Teacher beliefs represent a neglected dimension of teacher quality, particularly in low- and middle-income countries. We conducted a randomized controlled trial with 323 fifth-grade teachers across 178 public schools in Rio de Janeiro, Brazil, testing whether a growth mindset intervention---grounded in the theory that intelligence can be developed---shifts teacher beliefs and improves student learning. Treated teachers exhibited stronger growth mindset beliefs (0.502 SD) eight months post-intervention. Students scored 0.192 SD and 0.391 SD higher in Portuguese language and mathematics, respectively. Classroom observations suggest gains arose from qualitative pedagogical improvements, including stronger classroom culture and instructional quality.
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