Antecedents and consequences of teachers’ goal profiles in Australia and Israel

Helen M.G. Watt; Ruth Butler; Paul W. Richardson

doi:10.1016/j.learninstruc.2021.101491

Antecedents and consequences of teachers’ goal profiles in Australia and Israel

Helen M.G. Watt, Ruth Butler, Paul W. Richardson

Research output: Contribution to journal › Article › Research › peer-review

22 Citations (Scopus)

Abstract

Studies drawing on Butler's (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initial motivations to teach, school contexts, professional engagement and instructional practices. Latent profile analyses distinguished four goal combinations per sample. In both, mastery and relational goals covaried as ‘task’ goals. Profiles with stronger ability than task goals were maladaptive for teachers and teaching, and in the Australian sample linked with poor initial ‘fallback’ career motivation. Profiles with stronger task than ability goals were most adaptive, and linked to more positive school climate. Implications are outlined for theory and practice.

Original language	English
Article number	101491
Number of pages	14
Journal	Learning and Instruction
Volume	76
DOIs	https://doi.org/10.1016/j.learninstruc.2021.101491
Publication status	Published - Dec 2021

Keywords

Instructional practice
Professional engagement
Profiles
School context
Teacher goals

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.learninstruc.2021.101491

Cite this

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abstract = "Studies drawing on Butler's (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initial motivations to teach, school contexts, professional engagement and instructional practices. Latent profile analyses distinguished four goal combinations per sample. In both, mastery and relational goals covaried as {\textquoteleft}task{\textquoteright} goals. Profiles with stronger ability than task goals were maladaptive for teachers and teaching, and in the Australian sample linked with poor initial {\textquoteleft}fallback{\textquoteright} career motivation. Profiles with stronger task than ability goals were most adaptive, and linked to more positive school climate. Implications are outlined for theory and practice.",

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note = "Funding Information: Study 2 was supported by the Israel Science Foundation ( 900/09 ; Butler, 2009–2012) and the Spencer Foundation ( 200900183 ; Butler, 2010). Funding Information: The FIT-Choice project ( www.fitchoice.org ) is supported by sequential Australian Research Council Discovery Projects DP140100402 (2014–2016; Richardson & Watt), DP0987614 (2009–2012; Watt & Richardson) and DP0666253 (2006–2009; Richardson, Watt, & Eccles). Publisher Copyright: {\textcopyright} 2021 Elsevier Ltd Copyright: Copyright 2021 Elsevier B.V., All rights reserved.",

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PY - 2021/12

Y1 - 2021/12

N2 - Studies drawing on Butler's (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initial motivations to teach, school contexts, professional engagement and instructional practices. Latent profile analyses distinguished four goal combinations per sample. In both, mastery and relational goals covaried as ‘task’ goals. Profiles with stronger ability than task goals were maladaptive for teachers and teaching, and in the Australian sample linked with poor initial ‘fallback’ career motivation. Profiles with stronger task than ability goals were most adaptive, and linked to more positive school climate. Implications are outlined for theory and practice.

AB - Studies drawing on Butler's (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initial motivations to teach, school contexts, professional engagement and instructional practices. Latent profile analyses distinguished four goal combinations per sample. In both, mastery and relational goals covaried as ‘task’ goals. Profiles with stronger ability than task goals were maladaptive for teachers and teaching, and in the Australian sample linked with poor initial ‘fallback’ career motivation. Profiles with stronger task than ability goals were most adaptive, and linked to more positive school climate. Implications are outlined for theory and practice.

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Antecedents and consequences of teachers’ goal profiles in Australia and Israel

Abstract

Keywords

UN SDGs

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Other files and links

Pathways to work engagement, wellbeing and positive teaching among mid-career teachers: The role of personal and workplace resources

Early career teachers' personal wellbeing and professional commitment

Motivations for choosing teaching as a career and development in the profession: A multicohort longitudinal study of beginning teachers

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