Perceived School Goal Structure, Achievement Goals and Emotions in Teaching of Singapore Teachers

Autor/inn/en	Luo, Wenshu; Lim, Simon Qing Wei; Choong, Pek Lan; Liem, Gregory Arief D.
Titel	Perceived School Goal Structure, Achievement Goals and Emotions in Teaching of Singapore Teachers
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 3, S.344-355 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1705760
Schlagwörter	Goal Orientation; Teacher Attitudes; Teacher Surveys; Foreign Countries; Mastery Learning; Correlation; Anxiety; Psychological Patterns; Structural Equation Models; Teacher Motivation; Secondary School Teachers; Factor Analysis; Singapore + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Lehrerverhalten; Ausland; Korrelation; Angst; Faktorenanalyse; Singapur
Abstract	This study investigated the mediational relationship between teachers' perceived school goal structure, achievement goals and emotions in teaching. The participants were 495 Singapore teachers who took an online survey on the measured variables. We conducted structural equation modelling to test the hypothesized mediation model and found that teachers' achievement goals partially mediated the relationship between teachers' perceived school goal structure and emotions in teaching. More specifically, teachers' perceived school learning goal structure was associated positively with their mastery goals and performance-approach goals. Via mastery goals, teachers' perceived school learning goal structure was associated positively with enjoyment, and negatively with anger and anxiety in teaching. In addition, teachers' perceived school learning goal structure was also directly associated with teacher enjoyment positively and teacher anger negatively. Teachers' perceived school performance goal structure was associated positively with their performance-approach and performance-avoidance goals, and it was associated positively with teacher anxiety via the mediation of performance-avoidance goals. Theoretical and practical implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01