Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching

Abstract

Viewing teacher motivation from a goal content perspective, this paper examines graduating and early career teachers' professional goals.Responses to an open-ended survey question by 332 graduating teacher education students and 162 early career teachers were analysed through a collaborative, inductive-deductive process. Participants nominated eighteen types of professional goals which were categorised as overarching personal, situated and career goals. Cohort differences reveal some statistically significant goal emphases at the graduating and early career stages. A framework is developed, Beginning Teachers' Professional Goals, which has potential future use for examining teachers' goals at particular career stages and contributing to our understanding of teacher motivation.

Öğretmen Adaylarinin Başari Amaçlari, Öğretmen Ki̇mli̇kleri̇ Ve Ki̇şi̇sel Sorumluluk Hi̇sleri̇ Arasindaki̇ İli̇şki̇ler

“…Yukarıda özetlenen modellere dayalı olarak gerçekleştirilen araştırmalardan elde edilen bulgular, öğretmenlerin başarı amaçlarının iş doyumu, tükenmişlik, öz-yeterlik ve yardım arama, mesleki gelişim ve öğretimin niteliği gibi önemli değişkenlerle anlamlı düzeyde ve seçici biçimde ilişkilendiğini göstermiştir (Butler, 2007;Butler & Shibaz, 2008;Papaioannou & Christodoulidis, 2007;Retelsdorf, Butler, Streblow & Schiefele, 2010). Bu noktada, öğretmenlerin başarı amaçlarının incelenmesinde, başarı amaçları modellerinin kapsamlı ve işlevsel bir kuramsal çerçeve sağlayabileceği söylenebilir (Mansfield & Beltman, 2014). Başarı amaçlarıyla ilgili diğer modellere göre güncel ve çok daha kapsamlı bir içeriğe sahip olması nedeniyle, bu çalışmada öğretmen adaylarının başarı amaçları, 3x2 başarı amaçları modeline (Mascret ve ark., 2017) dayalı olarak incelenmiştir.…”

The Links between Role of Educators, Self-Directed Learning, Constructivist Learning Environment and Entrepreneurial Endeavor: Technology Entrepreneurship Pedagogical Approach

“…A study by Louws et al (2017) posits that teachers show a good command and control their learning process and paces within their work environment. By having good command, teachers determine their learning goals, set their learning engagement and activities as well as their professions (Kyndt et al, 2016;Mansfield and Beltman, 2014;Thomson and Turner, 2015). As teaching and learning is part and parcel of teachers' profession, they can set their own learning goals and strategies (Janssen et al, 2014;Shriki and Lavy, 2012).…”

Understanding teachers' pedagogical knowledge

“…Overall, teacher candidates showed a slight privileging of job security and a steady career path over salary considerations. While this difference was small across countries (except Hungary, which had a 10% gap between job security and income), many beginning teachers face precarious employment prospects, which may influence their pursuit of more extrinsic goals such as job security (Mansfield and Beltman, 2014).…”