Measuring teacher perceptions of their task-initiated achievement goals. (2021)

• Record Type: Journal Article
• Authors: Gorozidis, Georgios S.; Papaioannou, Athanasios G.; Christodoulidis, Triantafyllos
• Is Part Of: International journal of educational research. Volume 110(2021)
• Publication Date: 2021
• Subjects: Achievement goals theory -- Teacher perceptions -- Motivational climate -- Work subject goals -- Instrument validity; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2021.101866
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Teacher perceptions are distinct from personal achievement goals. Measurement invariance across different samples (gender, school level) is supported. Teacher perceptions are positively connected to their matching achievement goals. Mastery perceptions predict intrinsic motivation, amotivation (negatively) and job satisfaction. Only teacher performance avoidance perceptions predict amotivation. Abstract: Stemming from Achievement goals theory (AGT), research relevant to teacher perceptions of their task-initiated goals is lacking. Study purpose was to provide initial validation of a new instrument measuring teacher perceptions of the achievement goals originated by their work task itself. The sample comprised 430 in-service teachers. Structural equation modeling analyses produced multi-faced (convergent, discriminant, criterion) evidence of instruments' validity. Confirmatory factor analyses suggested that teacher perceptions of their task generated goals are distinct from their personal achievement goals. Measurement invariance across gender and school level was supported. Teacher mastery perceptions predicted intrinsic motivation, amotivation (negatively) and job satisfaction whereas performance avoidance perception predicted amotivation. Implications for school motivational climate and teacher work improvement are discussed in light of AGT.