Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation.

Abstract

It was proposed that achievement goal theory can be applied to conceptualizing motivation not only for learning but also for teaching. As predicted, responses of 320 teachers to a new self-report measure of goal orientations for teaching yielded 4 factors reflecting distinct mastery, ability-approach, abilityavoidance, and work-avoidance goals. Data from 212 teachers who also completed measures of help seeking confirmed that mastery goals predicted positive perceptions of help seeking, preferences for receiving autonomous help, and frequency of help seeking; ability avoidance predicted negative perceptions and help avoidance; and work avoidance predicted expedient help seeking. Results validate the proposed structure and measure of teacher goal orientations and open new directions for research on teacher cognitions and behaviors, teachers' influences on students, and school influences on teachers.

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

“…In research, teacher motivation has been investigated mainly in terms of self-efficacy beliefs (e.g., Dicke et al, 2014;Klassen & Chiu, 2011;Moe, Pazzaglia, & Ronconi, 2010; see also Woolfolk Hoy, Hoy, & Davis, 2009) and goal orientations (e.g., Butler, 2007Butler, , 2012Klassen, Perry, & Frenzel, 2012;Nitsche, Dickh€ auser, Fasching, & Dresel, 2011;Retelsdorf, Butler, Streblow, & Schiefele, 2010). Less often has teacher motivation been examined in terms of intrinsic motivation (see Kunter & Holzberger, 2013;Roth, 2013) or (positive) affect Keller et al, 2014;Kunter et al, 2008).…”

Knocking on the Outgroup's Door: Seeking Outgroup Help Under Conditions of Task or Relational Conflict

“…By their definitions, autonomy-oriented help is less instrumental in the short term than dependency-oriented help, because the recipient of help needs to contribute at least partially to solving the problem. However, in the long term, this contribution to problem solving will empower help recipients, boost confidence in their own abilities, and contribute to a sense of control (Butler, 2007;A. M. Ryan & Pintrich, 1997).…”

“…Autonomyoriented help provides recipients with the tools to solve their problems on their own. Autonomy-oriented help is aimed at empowering the helpee and assumes that, given the appropriate tools, recipients can help themselves (Butler, 2007;Nadler, 2002;A. M. Ryan & Pintrich, 1997).…”

Relations Between Goal Orientations, Academic And Teacher Self Efficacy In Predicting Achievement

“…Previously, Butler (2007) reported that there was not a significant relation between teaching competence and teachers' goal orientations. Learning goal orientations and performanceavoidance goal orientation of primary school pre-service teachers were stronger than their performanceapproach orientations (Perry, 2007).…”