BACKGROUND Teachers' achievement goal orientations are known to affect teachers' beliefs and behaviour. In contrast, we know relatively little on how school climate is associated with teachers' achievement goals, even though theoretical ideas can be derived from self-determination theory and empirical research on the impact of goal structures. The few studies that exist on the issue are limited as analyses were only conducted at the individual level and subsequent findings can, thus, not be interpreted as climate effects. AIM We aimed to overcome this shortcoming by analysing associations between teachers' perception of school motivational climate and their achievement goal orientations at individual and at school level. We postulated that at school level a school's learning goal structure, autonomy-supportive leadership, positive feedback culture, and a collaborative climate would be associated with teachers' learning goal orientation, whereas a school's performance goal structure was supposed to align with teachers' performance (approach and avoidance) goal orientation. SAMPLE A total of 532 teachers from 40 different schools filled out questionnaires on their achievement goal orientations and aspects of their work context. METHODS We used hierarchical linear modelling to analyse effects at individual and at school level. RESULTS Teachers' learning goal orientations and their performance avoidance goal orientations varied significantly across schools. Positive perceptions of schools' feedback culture at school level corresponded positively with learning goal orientations, and collaborative climate was negatively associated with performance (approach and avoidance) goal orientations. CONCLUSIONS The results underline the importance of schools' motivational climate for teacher motivation and provide a starting point for developing strategies of workplace development.
Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach g...
Abstract In this article, we propose a hierarchical model of human goal striving. This conceptual model is based in the assumption that broader life aspirations shape achievement goal orientations. Building on Self-Determination Theory, we assumed that intrinsic life aspirations (striving for self-actualization and personal growth) predict learning goal orientations and that extrinsic life aspirations (striving for fame, wealth, and recognition) predict performance goal orientations. We found em...
Last. Richard M. Ryan(UR: University of Rochester)H-Index: 186
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Leader autonomy support (LAS) refers to a cluster of supervisory behaviors that are theorized to facilitate self-determined motivation in employees, potentially enabling well-being and performance. We report the results of a meta-analysis of perceived LAS in work settings, drawing from a database of 754 correlations across 72 studies (83 unique samples, N = 32,870). Results showed LAS correlated strongly and positively with autonomous work motivation, and was unrelated to controlled work motivat...
#1Einar M. Skaalvik(NTNU: Norwegian University of Science and Technology)H-Index: 42
#2Sidsel Skaalvik(NTNU: Norwegian University of Science and Technology)H-Index: 20
Abstract We analyzed relations between teachers’ perception of the school goal structure, workload, self-efficacy, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Participants were 760 Norwegian teachers from grade 1 to 10. Data were analyzed using confirmatory factor analysis and structural equation modeling. We found two main routes to motivation to leave, one from the perception of a learning goal structure via teacher self-efficacy and job satisfactio...
Last. Eva Kyndt(Katholieke Universiteit Leuven)H-Index: 25
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Abstract This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to s...
Abstract In the present study, we investigate whether perceived satisfaction of the basic psychological needs for autonomy, competence, and relatedness in teachers' working environment at school predicts their work-related learning goal orientation. Structural equation modeling was used to test this hypothesis ( N = 334 German teachers). The expected relationship between perceived need satisfaction and teachers' work-related learning goal orientation could be shown and was not mediated by teache...
Introduction. Teacher Motivation Matters: An Introduction. Section 1. Major Theoretical Approaches to Teacher Motivation. Chapter 1: Why people choose teaching as a career: An expectancy-value approach to understanding teacher motivation. Chapter 2: What teachers want to achieve and why it matters: An achievement goal approach to teacher motivation. Chapter 3: Antecedents and outcomes of teachers' autonomous motivation: A self-determination theory analysis. Chapter 4: Section Commentary: Theory ...
Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that...
Relations between teachers’ goal orientations, their instructional practices as expressed in perceived class- room goal structures and students’ goal orientations were analyzed, focusing also on potential moderators. Results of a questionnaire study with 46 Mathematics teachers and their 930 students supported the as-sumption that teachers’ goal orientations affect their instructional practices and students’ goal orientations. These effects were, in part, moderated by teacher beliefs (implicit t...
Abstract null null Studies drawing on Butler’s (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initi...
The present research aimed to explore actions, views, and emotions in relation to teachers’ goal orientations and the reflection of goal orientations on their teaching practices. The study also aimed to compare whether there were differences among teachers’ practices based on their goal orientations. A case study design was adopted and 10 teachers who taught in different schools and school levels participated in the study. Those 10 teachers were grouped into two goal orientations; those with Lea...