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Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy
ARTICLE

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TATE Volume 32, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The present study investigated contextual and personal factors associated with teachers' achievement goals for teaching. A total of 211 teachers completed an online survey. Hierarchical multiple regression analyses revealed that perceived school mastery goal structure and performance goal structure predicted teachers' mastery goals and performance-approach goals, respectively. Teachers' sense of efficacy moderated the effect of perceived school goal structures on achievement goals for teaching. Teachers with high teaching efficacy maintained personal achievement goals for teaching even when their schools emphasized conflicting goals. However, teachers with low teaching efficacy tended to assimilate the goals promoted by their schools.

Citation

Cho, Y. & Shim, S.S. (2013). Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy. Teaching and Teacher Education: An International Journal of Research and Studies, 32(1), 12-21. Elsevier Ltd. Retrieved June 5, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.12.003

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