Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices

• We conducted 2 studies on teachers’ motivation for choosing teacher education.
• Mastery goals were positively related to interest and ability beliefs.
• Ability-avoidance goals were positively related to utility and social influences.
• Relationship to instructional practices through teachers’ achievement goals.

This study investigated the association between the motivation for choosing teacher education, teachers’ instructional practices, and teachers’ achievement goals. In Study 1, the associations between the motivation for choosing teacher education and student teachers’ achievement goals were examined (N = 291). In Study 2, additional indirect effects on instructional practices were investigated for a sample of 206 in-service teachers. Structural equation modeling revealed that intrinsic factors of the motivation for choosing teacher education were related to ability-approach goals and to comprehensive learning and discipline. Extrinsic factors were related to ability-avoidance goals and work avoidance, as well as to social orientation and comprehensive learning. Thus, the results revealed that the motivation for choosing teacher education affects actual teaching behavior and is mediated by teachers’ achievement goals.