Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in China

Abstract

This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers' goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher levels of relational and mastery goals for teaching and greater student-focused approach to teaching. Male teachers reported lower levels of ability-approach and mastery goals than female teachers, and teachers with no more than 5 years of teaching experience scored higher on both ability-approach and ability-avoidance goals than those with more than 15 years of teaching experience. The study also revealed that teachers' ability goals significantly predicted a teacher-focused approach to teaching, and mastery goals predicted a student-focused approach to teaching.

Innovativeness of Staff in Higher Education - Do Implicit Theories and Goal Orientations Matter?

“…The major line of research on goals has focused on students' (Midgley et al, 1998(Midgley et al, , 2001 or teachers' goal orientations (Butler, 2007;Mascret, Elliot, & Cury, 2015), while other studies have concentrated on the classroom goal structure which investigating the effect of the school or classroom environment on students' goals (Ames, 1992;Shim, Cho, & Cassady, 2013). More recently, goal orientations have been extended to examine the staff's goals in the higher educational context (Daumiller et al, 2016;Han, Yin, & Wang, 2015;Kunst, van Woerkom, & Poell, 2017;Van Yperen & Janssen, 2002;Wosnitza, Helker, & Lohbeck, 2014;Yin, Han, & Lu, 2017). Specifically, some studies have investigated the influence of instructors' goal orientations on their participation in professional development activities (Kunst et al, 2017), teaching quality (Daumiller et al, 2016), teaching approaches (Han et al, 2015;Yin et al, 2017) and job satisfaction (Van Yperen & Janssen, 2002).…”

“…More recently, goal orientations have been extended to examine the staff's goals in the higher educational context (Daumiller et al, 2016;Han, Yin, & Wang, 2015;Kunst, van Woerkom, & Poell, 2017;Van Yperen & Janssen, 2002;Wosnitza, Helker, & Lohbeck, 2014;Yin, Han, & Lu, 2017). Specifically, some studies have investigated the influence of instructors' goal orientations on their participation in professional development activities (Kunst et al, 2017), teaching quality (Daumiller et al, 2016), teaching approaches (Han et al, 2015;Yin et al, 2017) and job satisfaction (Van Yperen & Janssen, 2002). The previous research findings agree that mastery goals are associated with desirable consequences, while performance-avoidance goals are linked to unfavourable outcomes.…”

Motivation von Lehrkräften

“…Schließlich werden ebenfalls Zusammenhänge mit dem Unterrichtshandeln selbst berichtet. Lehrkräfte mit einer stärkeren Präferenz für Annäherungslernziele verwenden häufiger Instruktionsstrategien, die Schüler(innen) kognitiv stimulieren, bieten Schüler(inne)n mehr Unterstützung an und bewerten Leistungen häufiger nach individueller statt sozialer Bezugsnorm; darüber hinaus realisieren sie insgesamt in stärkerem Maße einen Unterricht, in dem das Lernen und der Erwerb von Kompetenzenalso schülerbezogene Lernzieleins Zentrum gerückt werden (Butler & Shibaz, 2008;Dresel et al, 2013;Han et al, 2015Retelsdorf et al, 2010;Retelsdorf & Günther, 2011;Shim et al, 2013;Thoonen et al, 2011;Wang et al, 2017). Umgekehrt fanden sich Hinweise, dass Lehrkräfte mit starken Vermeidungsperformanzzielen (für Annäherungsperformanzziele fanden sich inkonsistente Befundmuster) häufiger Instruktionsstrategien nutzen, die auf Wettbewerb und Konkurrenz ausgerichtet sind, Leistungen verstärkt nach der sozialen Bezugsnorm beurteilen, Fragen von Schüler(inne)n eher verhindern und deren Leistung ins Zentrum des Unterrichtsgeschehens rücken.…”

Perception and Experience of Teacher Educators about Their Motivation: A Case Study Approach

“…As another TE (23) said that, "TEs inspire their students, which works as a motivating factor to work hard through some discussions and suggestions to overcome the problems and issues". The acquired inspiration creates passion, dedication and commitment among students to get high success in their life, which has a direct and strong bond with team spirit to be distinguished (Han, Yin & Wang, 2015) to achieve their aims and objectives (Mart, 2013). As the best leaders (teachers) invest their time and energy to coach their students for better performance through sitting, mingling and discussing as team members.…”