Teachers' goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective

Journal article


George, Sindu V. and Richardson, Paul W.. (2019). Teachers' goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective. International Journal of Educational Research. 98, pp. 345-355. https://doi.org/10.1016/j.ijer.2019.09.011
AuthorsGeorge, Sindu V. and Richardson, Paul W.
Abstract

Achievement Goal Theory has been adapted as a useful framework for studying teacher motivation in terms of their different goal orientations. This paper reports findings from an Australian study with 257 teachers, that explored their mastery, work-avoidance, and relational goal orientations and four dimensions of self-reported classroom behaviours: expectation, structure, autonomy support, and relatedness. Structural equation modelling underscored the importance of mastery and relational goal orientations as adaptive goal orientations that positively predicted teachers’ perceptions about their expectation, structure, and relatedness with students. Interestingly neither of these adaptive goal orientations predicted teachers’ self-reported behavior of autonomy support. The only significant predictor was work-avoidance goal orientations, which negatively predicted teachers’ discernments of supporting student autonomy.

Keywordsteacher; goal orientation; relatedness; autonomy support; structure
Year2019
JournalInternational Journal of Educational Research
Journal citation98, pp. 345-355
PublisherElsevier
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2019.09.011
Scopus EID2-s2.0-85072761599
Research or scholarlyResearch
Page range345-355
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online04 Oct 2019
Publication process dates
Accepted24 Sep 2019
Deposited01 Jul 2021
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