Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices |
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| Authors: | Jan Retelsdorf Catharina Günther |
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| Institution: | a Leibniz Institute for Science and Mathematics Education, Kiel, Germany
b Christian-Albrechts-University of Kiel, Germany |
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| Abstract: | This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals. |
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| Keywords: | Teacher motivation Achievement goal orientation Teachers&rsquo reference norms Instructional practices Teacher characteristics |
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