We study the relation between a manager’s growth mindset and their use of resource management practices. Growth mindset is based on implicit person theory and is an established and measurable psychological construct. It refers to a person’s deeply held beliefs about whether, in general, people can learn, develop, and change throughout their lives or whether “who they are” is relatively fixed by initial talent endowments (termed a ‘fixed mindset’). Given the demonstrated importance of a growth mindset for educational outcomes and the emerging research studying the influence of mindset on behavior within organizations, we explore whether school principals’ mindset is associated with their resource management practices. Using survey and archival data from 257 primary and secondary school principals, we find that a growth mindset is associated with greater use of budgets to explain and discuss budget variances with key constituents and as an enabler in their managerial role. Principals with a growth mindset also engage in fundraising activities and use non-financial rewards for their teachers significantly more than fixed mindset principals. We also find that the relations between a principal’s mindset and some of these practices are different depending on the school’s performance context.

我们研究经理的成长心态与他们对资源管理实践的使用之间的关系。成长心态基于内隐人理论，是一种既定且可衡量的心理结构。它指的是一个人对人们是否可以在一生中学习、发展和改变的根深蒂固的信念，或者“他们是谁”是否由最初的天赋禀赋相对固定（称为“固定心态”）。鉴于增长思维方式对教育成果的重要性已得到证明，并且正在研究研究思维方式对组织内部行为的影响的新兴研究，我们探讨了校长的思维方式是否与他们的资源管理实践相关联。使用来自 257 名中小学校长的调查和档案数据，我们发现，成长心态与更多地使用预算来解释和讨论与关键成员的预算差异以及作为他们管理角色的推动者有关。具有成长型思维模式的校长也参与筹款活动，并且比固定型思维模式的校长更多地为教师使用非财务奖励。我们还发现，校长的心态与其中一些实践之间的关系因学校的表现环境而异。