Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374343 | Teaching and Teacher Education | 2011 | 9 Pages |
This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals.
► Four-factor structure of achievement goals for teaching was replicated. ► Indirect effects from teachers’ goals on instruction through reference norms. ► Teachers’ mastery goals are adaptive. ► No divergent effects for ability-approach and ability-avoidance goals.