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

Nitsche, Sebastian; Dickhäuser, Oliver; Fasching, Michaela S.; Dresel, Markus

doi:10.1016/j.lindif.2012.07.017

Cited by 69 publications

(81 citation statements)

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“…Moreover, the outcomes learning, task performance, and job performance were unrelated to the performance-approach goal orientation. More recent studies in the teacher domain found that a performance-approach goal orientation was positively associated with work engagement (Han, Yin, & Wang, 2016;Kunsting, Neuber, & Lipowsky, 2016;Parker, Martin, Colmar, & Liem, 2012;Skaalvik & Skaalvik, 2013) but that teachers with higher levels of performance approach goals also perceived more occupational strain (Nitsche et al, 2013) and demonstrate lower-levels of pro-active work behavior (Zhang et al, 2016). Performance avoidance goals were mostly found to be associated with more negative outcomes (Payne et al, 2007).…”

Section: Theoretical Framework Goal Orientation In the Work Domainmentioning

confidence: 99%

“…Replication of our study in other educational sectors (primary education, secondary education, higher education) is needed to validate the number and content of goal orientation profiles. Moreover, future research should point out to what extent goal orientation profiles predict teacher cognitions and behaviors such as self-efficacy (Runhaar et al, 2010;Schiefele & Schaffner, 2015;Throndsen & Turmo, 2013;Butler, 2007;Cho & Shim, 2013;Deemer, 2004;Inbar-Furst & Gumpel, 2015;Kilday, Lenser, & Miller, 2016;Künsting, Neuber, & Lipowsky, 2016;Kucsera, Roberts, Walls, Walker, & Svinicki, 2011;Hoffmann, Huff, Patterson, & Nietfeld, 2009); proactive behavior (Zhang et al, 2016); instructional practices (Nitsche et al, 2013;Retelsdorf et al, 2010), and engagement (Han et al, 2016;Kunsting et al, 2016;Parker et al, 2012;Skaalvik & Skaalvik, 2013).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…It is likely that teachers' motivation to participate in professional development activities is related to their goal orientation (Nitsche, Dickhäuser, Fasching, & Dresel, 2013;Van Eekelen, Vermunt, & Boshuizen, 2006). Achievement goal theory (Ames & Ames, 1984;Dweck, 1986Dweck, , 1990Nicholls, 1984) posits that individuals can strive for learning goals, performance approach goals and performance avoidance goals (VandeWalle, 1997).…”

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confidence: 99%

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Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers' propensity to engage in professional development activities.Keywords Goal orientation . Teachers . Asking feedback . Information acquisition . Latent profile analysis . Professional development Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, research shows that teachers differ strongly in how actively they engage in formal and informal learning activities Vocations and Learning (2018) 11:91-111

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Section: Theoretical Framework Goal Orientation In the Work Domainmentioning

confidence: 99%

Section: Limitations and Future Researchmentioning

confidence: 99%

mentioning

confidence: 99%

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Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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“…Therefore, in addition to Butler's framework, Nitsche et al (2011) provided a conceptual extension of Butler's model by proposing a 36-item scale with three competence facets of learning goal orientations (pedagogical knowledge, content knowledge, pedagogical content knowledge) and four types of addressee groups (principal/ instructor, colleagues/fellow teacher trainees, students, self) of performance-approach and performance-avoidance goals. They expected their questionnaire to be applicable to both in-service teachers and teacher trainees and applied the questionnaire to studies of the relationship between teachers' goals and their work performance Nitsche et al 2013). To offset the limitation that some studies only assess teachers' instructions via selfreport, Dresel et al (2013) advanced the methods of assessment by integrating students' perceptions of classroom goal structures to complement the previous research literature.…”

Section: Teachers' Achievement Goals For Teaching and Teaching Practicementioning

confidence: 99%

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

Han

Yin

Wang

2015

Asia Pacific Educ. Rev.

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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.

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“…Also, there seems to be a negative correlation between the mastery goal orientation and the work avoidance goal orientation. It is indicated that the mastery goal oriented teachers have higher self-efficacy for teaching than the work avoidance goal oriented teachers (Nitsche, Dickhäuser, Fasching and Dresel, 2011). Skaalvik and Skaalvik's (2013) study has further revealed that teachers' goal orientations are effective in terms of their participation in school activities and getting professional satisfaction from teaching.…”

Section: Introductionmentioning

confidence: 98%

Turkish Primary School Teachers’ Goal Orientations for Teaching

Şaban¹,

Yıldızlı²

2017

IOJES

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This study aims to investigate what Turkish primary school teachers' goal orientations are in the teaching environment, how these goal orientations are correlated with one another and whether teachers' gender and teaching experiences make a significant difference. A relational survey method was used in this study. The participants consisted of 191 primary school teachers working at state schools in Nevşehir, Turkey. The "Goal Orientation Scale for Teaching", developed by Butler (2007) and finalized by Butler and Shibaz (2014), was used to collect the study data. The scale is composed of 21 five-point Likert-type items and consists of five sub-dimensions. To analyze the study data, independent t-test, one-way analysis of variance and simple correlation techniques were used. According to the results, while teachers highly favored the "mastery" and "relational" goal orientations, the "work avoidance" goal orientation turned out to be the one for which they had the lowest average. This situation indicates that primary school teachers would rather organize activities which help them to teach better in the teaching environment, improve their professional knowledge and skills and build close and caring relationships with their students. It seems that workload is not important for teachers when it comes to promoting their students' efforts for learning. Also, there were significant differences between male and female teachers, as well as between newly-qualified and experienced teachers, with regard to the "ability approach" goal orientation. It appears that female and newly-qualified teachers want to be recognized and appreciated more for their teaching abilities and efforts than their colleagues.

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

Cited by 69 publications

References 32 publications

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

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

Turkish Primary School Teachers’ Goal Orientations for Teaching

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