This study aims to design and validate an educational package based on the dynamic mindset and examine its potential effects on three key variables. The current research intends to employ a mixed-methods approach, first designing and validating the educational package and then assessing its effectiveness.



In the first step, the preliminary framework of the educational package will be developed through systematic content analysis of credible sources. After the initial design, the content validity of the package will be evaluated by 12 experts in educational psychology and pedagogical sciences. Subsequently, a quasi-experimental research design with pre-test and post-test measures, along with a control group, will be implemented.



The research population will consist of elementary school teachers, from which 30 participants will be purposefully selected and divided into experimental and control groups. Three standardized instruments will be used for data collection: the Maslach Emotional Exhaustion Questionnaire (1998), the Freeston Intolerance of Uncertainty Scale (1994), and the Morgan Mastery Motivation Questionnaire (1990)—the latter to assess the motivation of the students taught by the same teachers.



This study seeks to answer the following questions:



Will the designed package have sufficient content validity?



Will the implementation of the educational package lead to a significant reduction in emotional exhaustion and intolerance of uncertainty among teachers in the experimental group?



Is there a significant relationship between teachers' dynamic mindset and their students' mastery motivation?



Among the innovations of this research are the localization of the dynamic mindset educational package for Iranian teachers and the simultaneous examination of its effects on both teachers and students. The findings of this study could be beneficial for educational planners, teacher training program designers, and officials at the Ministry of Education.