This dissertation aimed to bridge the theoretical gap between beliefs and behaviors in educational leadership, using two theories from social psychology: growth mindsets and the Theory of Planned Behavior (TPB). Using the belief that intelligence is malleable as a case, I explored various reasons why school principals who firmly believe that every human can develop may or may not use practices aligned with that belief—such as supporting teacher learning.One body of research suggests that when leaders believe intelligence is malleable, or when they have a growth mindset, they tend to engage in behaviors that are often more effective than those of leaders with a fixed mindset. These behaviors include providing more frequent support to teachers and offering regular feedback. However, other research indicates that this is not always the case with school principals. Using a Q-sort activity for in-depth interviews with 13 school principals in a Midwestern state, findings suggest that, despite possessing a growth mindset, school principals may not consistently engage in the expected leadership practices. To explore the reasons for this, I applied the Theory of Planned Behavior, a widely used framework in social psychology. TPB helped explain many factors influencing principals' decision-making but did not account for all observed behaviors. I employed both deductive and inductive approaches in my analysis. The deductive findings support the utility of TPB in analyzing principals' decision-making processes. However, the inductive findings reveal that other factors—such as personal values and intrinsic motivation—also play significant roles. Additionally, past experiences emerged as a crucial influence. This study indicates that a growth mindset alone is insufficient to ensure principals engage in practices that enhance student learning. Principals also need positive attitudes, strong and supportive subjective norms, and facilitating perceived behavioral controls to implement these practices. Notably, past successes can significantly influence decision-making, accounting for more than half of the reasoning when principals consider engaging in growth mindset-aligned leadership practices. The implications of this study are significant for growth mindset interventions, professional development for school principals, and policies that guide principals' leadership practices.
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