Relations between teachers' goal orientations, their instructional practices and student motivation

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 theories, self-efficacy beliefs). Overall, the results provided strong support for the notion that the mechanisms underlying these effects are based on the functionality of certain instructional practices for the attainment of teachers’ goals

Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance

The central focus of this paper is to address the magnitudes of and changes in four central components of teacher goal orientation (learning, performance approach, performance avoidance and work avoidance goal orientation) among prospective teachers. The findings reported here were gathered with a sample of 130 teacher trainees who responded to questionnaires at five measuring points over the course of the two years pre-service training which comprise the second phase of teacher education ("Referendariat"). Differential magnitudes and changes in teacher trainees\u27 goal orientations were analyzed using a hierarchical linear modeling approach. Cluster analyses were able to identify three typical growth trajectory patterns in goal orientation which were differentially associated with achievement levels at the end of the second phase of teacher education, stress experiences, attitudes concerning help seeking, as well as dropout tendencies. (DIPF/Orig.)Im Zentrum des vorliegenden Beitrags stehen die differentiellen Ausprägungen und Veränderungen der vier zentralen Komponenten der Lehrkraftzielorientierung von angehenden Lehrkräften (Lern-, Annäherungsperformanz-, Vermeidungsperformanz- und Arbeitsvermeidungszielorientierung). Berichtet werden die Befunde einer Stichprobe von 130 Lehramtsanwärter(inne)n, die im Laufe der zweijährigen zweiten Phase der Lehramtsausbildung ("Referendariat") zu fünf Messzeitpunkten schriftlich befragt wurden. Individuelle Ausprägungen und Veränderungen der Zielorientierungen der angehenden Lehrer(innen) wurden mit Hilfe einer hierarchisch-linearen Modellierungsstrategie analysiert. Clusteranalytisch wurden drei typische Verlaufsmuster der Zielorientierungen identifiziert, die mit den Leistungen am Ende des Referendariats, dem Belastungserleben, den Einstellungen gegenüber Hilfe sowie der Abbruchtendenz im Zusammenhang standen. (DIPF/Orig.

Teachers' professional goal orientations: Importance for further training and sick leave

The present study examined the relevance of teachers' individual goal orientations for the attendance of further training and sick leave in the teaching profession. Regression analysis indicated a positive effect of learning goal orientation (i.e., the desire to improve one's teaching skills and knowledge) along with a negative effect of work avoidance (i.e., the desire to keep one's workload as low as possible) on the number of attended trainings. The opposite pattern was seen with regard to the number of reported sick days. These effects persisted even when relevant attitudes (i.e., attitude toward further training) and perceptions (i.e., perceived occupational strain) were taken into account

Changement de strategie/changement strategique/strategies de changement/strategies de transformation

SIGLEAvailable at INIST (FR), Document Supply Service, under shelf-number : DO 4513 / INIST-CNRS - Institut de l'Information Scientifique et TechniqueFRFranc

From teachers' personal achievement goals to students' perceptions of classroom goal structures: via student-oriented goals and specific instructional practices

Daumiller M, Fasching MS, Steuer G, Dresel M, Dickhaeuser O. From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education . 2022;111: 103617.To elucidate how teachers' goals matter for instructional practices and classroom goal structures, we conducted a study with 84 secondary school teachers and their 1447 students. Students reported classroom goal structures and specific mastery-and performance-oriented instructional practices. Teachers reported personal achievement goals and student-oriented goals. Two-level modeling indicated that mastery-oriented instructional practices were predicted by teachers' student-oriented goals and, indirectly, by their personal mastery goals (positively) and performance approach goals (negatively), while performance-oriented instructional practices were negatively predicted by teachers' personal mastery goals. Classroom goal structures were closely related to these instructional practices and were indirectly predicted by teachers' goals.(c) 2021 Elsevier Ltd. All rights reserved