A Person-Centered Approach to Understanding Teachers' Classroom Practices and Perceived School Goal Structures. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Barnes, Nicole; Fives, Helenrose; Matthews, Jamaal Sharif; SaizdeLaMora, Kit Marie
• Is Part Of: Teacher educator. Volume 53:Issue 4(2018)
• Page Start: 401
• Page End: 415
• Publication Date: 2018-10-02
• Subjects: Teachers -- Training of -- United States -- Periodicals; Teaching -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/08878730.2018.1443539
• Languages: English
• ISSNs: 0887-8730

Abstract

ABSTRACT: We examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything! ; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance! ; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School . Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This study adds to the literature on goal theory aimed at understanding and advancing teachers' motivationally supportive practices and can be used in teacher education and development to help teachers identify, reflect on, and understand their classroom goal structures and how they relate to structures operating at the school level.