Research Article
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Investigating the Goal Orientations for Teaching of Teachers in Turkey According to Different Variables

Year 2021, Volume: 5 Issue: 9, 41 - 54, 09.04.2021
https://doi.org/10.31458/iejes.776274

Abstract

The research aimed to examine the teachers' goal orientations for teaching in terms of different variables. The relational survey method was used in the research. The participants of this research consists of 496 teachers. The “Goal Orientations for Teaching Scale” developed by Butler and Shibaz (2014) and adapted into Turkish by Yıldız Saban and Baştuğ (2016) was used as a data collecting tool. The scale consists of four sub-dimensions which are the ability approach, mastery, student relations, and work avoidance. The teachers who volunteered to participate in the research filled out the prepared data collection tool over the internet. While analyzing the data; mean, standard deviation, mode, median, skewness, and kurtosis values of each sub-dimension were calculated. Pearson correlation was used to determine the relationship between sub-dimensions. Independent samples t-test and one-way analysis of variance (ANOVA) were used to determine the effect of gender, educational level, years of work experience, branch, and weekly course load on the goal orientations for the teaching of teachers. According to the findings; there was a low linear correlation between student relations, mastery and ability approach goal orientations. A low level of a linear relationship between the ability approach and work avoidance goal orientations has been found. As a result of the difference tests, it was determined that the dimensions of mastery and work avoidance differed according to gender, while the mastery and ability approach differed according to the education level, and ability approach and work avoidance differed according to weekly course load.

References

  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252. doi:10.1037/0022-0663.99.2.241
  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726-742.
  • Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453-467.
  • Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Research, 65, 41-53.
  • Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. [Manual of data analysis for social sciences]. Ankara: Pegem Yayınları. [Ankara: Pegem Publishing].
  • Catalán, Á. A., Serrano, J. S., Lucas, J. M. A., Clemente, J. A. J., & García-González, L. (2018). An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporary Educational Psychology, 52, 48-60.
  • Cho, Y. J., & Shim, S. S. (2013). Predicting teachers’ achievement goals for teaching: The role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge.
  • Dresel, M., Fasching, M. S., Steuer, G., Nitsche, S., & Dickhäuser, O. (2013). Relations between teachers' goal orientations, their instructional practices and student motivation. Psychology, 4(7), 572-584.
  • Dweck, C. S. (1992). The study of goals in psychology. Psychological Science, 3(3), 165-167.
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-73). New York, NY: The Guilford Press.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
  • Fasching, M. S., Dresel, M., Dickhäuser, O., & Nitsche, S. (2010). Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance. Journal for Educational Research Online, 2, 9-33.
  • Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
  • George, S. V., & Richardson, P. W. (2019). Teachers’ goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective. International Journal of Educational Research, 98, 345-355.
  • Han, J., Yin, H., & Wang, W. (2015). Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in china. Asia Pacific Education Review, 16(4), 537-547.
  • Han, J., Yin, H., & Wang, W. (2016). The effect of tertiary teachers’ goal orientations for teaching on their commitment: The mediating role of teacher engagement. Educational Psychology, 36(3), 526-547.doi: 10.1080/01443410.2015.1044943
  • Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi. [Scientific research method]. Ankara: Nobel Yayın Dağıtım. [Ankara: Nobel Publishing House].
  • Kayri, M. (2009). Araştırmalarda gruplar arası farkın belirlenmesine yönelik çoklu karşılaştırma (post-hoc) teknikleri [The multiple comparison (post-hoc) techniques to determine the difference between groups in researches]. Fırat Üniversitesi Sosyal Bilimler Dergisi [Fırat University Journal of Social Science], 19(1), 51-64.
  • Kucsera, J. V., Roberts, R., Walls, S., Walker, J., & Svinicki, M. (2011). Goal orientation towards teaching (GOTT) scale. Teachers and Teaching, 17(5), 597-610.
  • Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. New York, NY: Routledge/Taylor US.
  • Malmberg, L.-E. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18, 438-452. doi:10.1016/j.learninstruc.2008.06.003.
  • Mansfield, C. F., & Beltman, S. (2014). Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching. International Journal of Educational Research, 65, 54-64.
  • Mascret, N., Elliot, A. J., & Cury, F. (2017). The 3× 2 achievement goal questionnaire for teachers. Educational Psychology, 37(3), 346-361.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. doi:10.1037/0033-295X.91.3.328.
  • Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586.
  • Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92-104.
  • Retelsdorf, J., & Gunther, C. (2011). Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices. Teaching and Teacher Education, 27, 1111-1119.
  • Richardson, P. W., & Watt, H. M. (2010). Current and future directions in teacher motivation research. In S. Karabenick & T. C. Urdan (Eds.), The decade ahead: Applications and contexts of motivation and achievement (pp. 139-173). Emerald Group Publishing Limited.
  • Saban, A., & Yıldızlı, H. (2017). Turkish primary school teachers’ goal orientations for teaching. International Online Journal of Educational Sciences, 9(2), 348-355.
  • Sawilowsky, S (2009). New effect size rules of thumb". Journal of Modern Applied Statistical Methods, 8(2), 467-474.
  • Schutz, P. A., Crowder, K. C., & White, V. E. (2001). The development of a goal to become a teacher. Journal of Educational Psychology, 93(2), 299-308.
  • Schieb, L. J., & Karabenick, S. A. (2011). Teacher motivation and professional development: a guide to resources. math and science partnership – motivation assessment program, University of Michigan, Ann Arbor, MI.
  • Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and Teacher Education, 64, 115-126.
  • Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.
  • Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tivikeli, A., Gonida, E. N., & Kiosseoglou, G. (2015). Achievement goals for teaching and teacher efficacy: Their association with instructional practices. Scientific Annals-School of Psychology AUTh, 11, 148-174.
  • Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243.
  • Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167-202.
  • Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181-193. doi: 10.1037/0022-0663.99.1.181
  • Yıldızlı, H., Saban, A., & Baştuğ, M. (2016). Öğretmeye yönelik hedef yönelimi ölçeği’nin Türkçe’ye uyarlanması [Adaptation of goal orientations for teaching Scale into Turkish]. Elementary Education Online, 15(4), 1254-1267.

Investigating the Goal Orientations for Teaching of Teachers in Turkey According to Different Variables

Year 2021, Volume: 5 Issue: 9, 41 - 54, 09.04.2021
https://doi.org/10.31458/iejes.776274

Abstract

The research aimed to examine the teachers' goal orientations for teaching in terms of different variables. The relational survey method was used in the research. The participants of this research consists of 496 teachers. The “Goal Orientations for Teaching Scale” developed by Butler and Shibaz (2014) and adapted into Turkish by Yıldız Saban and Baştuğ (2016) was used as a data collecting tool. The scale consists of four sub-dimensions which are the ability approach, mastery, student relations, and work avoidance. The teachers who volunteered to participate in the research filled out the prepared data collection tool over the internet. While analyzing the data; mean, standard deviation, mode, median, skewness, and kurtosis values of each sub-dimension were calculated. Pearson correlation was used to determine the relationship between sub-dimensions. Independent samples t-test and one-way analysis of variance (ANOVA) were used to determine the effect of gender, educational level, years of work experience, branch, and weekly course load on the goal orientations for the teaching of teachers. According to the findings; there was a low linear correlation between student relations, mastery and ability approach goal orientations. A low level of a linear relationship between the ability approach and work avoidance goal orientations has been found. As a result of the difference tests, it was determined that the dimensions of mastery and work avoidance differed according to gender, while the mastery and ability approach differed according to the education level, and ability approach and work avoidance differed according to weekly course load.

References

  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252. doi:10.1037/0022-0663.99.2.241
  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726-742.
  • Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453-467.
  • Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Research, 65, 41-53.
  • Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. [Manual of data analysis for social sciences]. Ankara: Pegem Yayınları. [Ankara: Pegem Publishing].
  • Catalán, Á. A., Serrano, J. S., Lucas, J. M. A., Clemente, J. A. J., & García-González, L. (2018). An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporary Educational Psychology, 52, 48-60.
  • Cho, Y. J., & Shim, S. S. (2013). Predicting teachers’ achievement goals for teaching: The role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge.
  • Dresel, M., Fasching, M. S., Steuer, G., Nitsche, S., & Dickhäuser, O. (2013). Relations between teachers' goal orientations, their instructional practices and student motivation. Psychology, 4(7), 572-584.
  • Dweck, C. S. (1992). The study of goals in psychology. Psychological Science, 3(3), 165-167.
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-73). New York, NY: The Guilford Press.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
  • Fasching, M. S., Dresel, M., Dickhäuser, O., & Nitsche, S. (2010). Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance. Journal for Educational Research Online, 2, 9-33.
  • Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
  • George, S. V., & Richardson, P. W. (2019). Teachers’ goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective. International Journal of Educational Research, 98, 345-355.
  • Han, J., Yin, H., & Wang, W. (2015). Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in china. Asia Pacific Education Review, 16(4), 537-547.
  • Han, J., Yin, H., & Wang, W. (2016). The effect of tertiary teachers’ goal orientations for teaching on their commitment: The mediating role of teacher engagement. Educational Psychology, 36(3), 526-547.doi: 10.1080/01443410.2015.1044943
  • Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi. [Scientific research method]. Ankara: Nobel Yayın Dağıtım. [Ankara: Nobel Publishing House].
  • Kayri, M. (2009). Araştırmalarda gruplar arası farkın belirlenmesine yönelik çoklu karşılaştırma (post-hoc) teknikleri [The multiple comparison (post-hoc) techniques to determine the difference between groups in researches]. Fırat Üniversitesi Sosyal Bilimler Dergisi [Fırat University Journal of Social Science], 19(1), 51-64.
  • Kucsera, J. V., Roberts, R., Walls, S., Walker, J., & Svinicki, M. (2011). Goal orientation towards teaching (GOTT) scale. Teachers and Teaching, 17(5), 597-610.
  • Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. New York, NY: Routledge/Taylor US.
  • Malmberg, L.-E. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18, 438-452. doi:10.1016/j.learninstruc.2008.06.003.
  • Mansfield, C. F., & Beltman, S. (2014). Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching. International Journal of Educational Research, 65, 54-64.
  • Mascret, N., Elliot, A. J., & Cury, F. (2017). The 3× 2 achievement goal questionnaire for teachers. Educational Psychology, 37(3), 346-361.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. doi:10.1037/0033-295X.91.3.328.
  • Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586.
  • Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92-104.
  • Retelsdorf, J., & Gunther, C. (2011). Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices. Teaching and Teacher Education, 27, 1111-1119.
  • Richardson, P. W., & Watt, H. M. (2010). Current and future directions in teacher motivation research. In S. Karabenick & T. C. Urdan (Eds.), The decade ahead: Applications and contexts of motivation and achievement (pp. 139-173). Emerald Group Publishing Limited.
  • Saban, A., & Yıldızlı, H. (2017). Turkish primary school teachers’ goal orientations for teaching. International Online Journal of Educational Sciences, 9(2), 348-355.
  • Sawilowsky, S (2009). New effect size rules of thumb". Journal of Modern Applied Statistical Methods, 8(2), 467-474.
  • Schutz, P. A., Crowder, K. C., & White, V. E. (2001). The development of a goal to become a teacher. Journal of Educational Psychology, 93(2), 299-308.
  • Schieb, L. J., & Karabenick, S. A. (2011). Teacher motivation and professional development: a guide to resources. math and science partnership – motivation assessment program, University of Michigan, Ann Arbor, MI.
  • Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and Teacher Education, 64, 115-126.
  • Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.
  • Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tivikeli, A., Gonida, E. N., & Kiosseoglou, G. (2015). Achievement goals for teaching and teacher efficacy: Their association with instructional practices. Scientific Annals-School of Psychology AUTh, 11, 148-174.
  • Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243.
  • Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167-202.
  • Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181-193. doi: 10.1037/0022-0663.99.1.181
  • Yıldızlı, H., Saban, A., & Baştuğ, M. (2016). Öğretmeye yönelik hedef yönelimi ölçeği’nin Türkçe’ye uyarlanması [Adaptation of goal orientations for teaching Scale into Turkish]. Elementary Education Online, 15(4), 1254-1267.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Yunus Emre Avcu

Caner Börekci 0000-0001-5749-2294

Burçin Ateş This is me 0000-0003-4979-7148

Gizem Ezgi Kaya 0000-0001-5316-4082

Publication Date April 9, 2021
Submission Date August 1, 2020
Published in Issue Year 2021 Volume: 5 Issue: 9

Cite

APA Avcu, Y. E., Börekci, C., Ateş, B., Kaya, G. E. (2021). Investigating the Goal Orientations for Teaching of Teachers in Turkey According to Different Variables. International E-Journal of Educational Studies, 5(9), 41-54. https://doi.org/10.31458/iejes.776274

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