This study aims to explore the key factors influencing the development of a growth mindset among university teachers in Chengdu, China, and propose a corresponding guideline framework. By providing a supportive work environment and continuous professional development opportunities, universities can help teachers improve their teaching methods, collaborate effectively, and inspire students to adopt a growth-oriented approach to learning. The findings suggest that the cultivation of a growth mindset is not only influenced by individual teacher perceptions and attitudes but also requires proactive institutional efforts in terms of policies, leadership support, and access to development opportunities. Job satisfaction, leadership style, institutional culture, Specify the factors clearly were found to play a significant role in shaping faculty’s growth mindset. Leadership and institutional support were identified as critical factors in encouraging faculty to innovate in teaching and engage in ongoing professional development. By implementing faculty-centered development programs, fostering a collaborative academic environment, and providing structured feedback mechanisms, universities can foster the adoption of a growth mindset. The guideline framework proposed in this study outlines specific measures to enhance job satisfaction, strengthen leadership support, foster interdisciplinary collaboration, and establish systematic feedback mechanisms. These strategies aim to help universities in Chengdu cultivate a growth-oriented environment for faculty, ultimately improving teaching outcomes and contributing to greater innovation in higher education. By integrating these strategies, universities can create a supportive academic ecosystem that enables faculty development, leading to improved teaching quality and a more dynamic learning experience for students.