A Goal Orientation Analysis of Teachers' Motivations to Participate in the School Self-Assessment Processes of a Quality Assurance System in Chile

Autor/inn/en	Montecinos, Carmen; Madrid, Romina; Fernández, María Beatriz; Ahumada, Luis
Titel	A Goal Orientation Analysis of Teachers' Motivations to Participate in the School Self-Assessment Processes of a Quality Assurance System in Chile
Quelle	In: Educational Assessment, Evaluation and Accountability, 26 (2014) 3, S.241-261 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-014-9190-5
Schlagwörter	Foreign Countries; Goal Orientation; Teacher Motivation; Quality Assurance; Self Evaluation (Groups); Teacher Participation; Content Analysis; Focus Groups; Teacher Attitudes; School Culture; Accountability; Social Capital; Participative Decision Making; School Effectiveness; Chile + Suchen Sie Ihr Suchwort? Ausland; Zielorientierung; Zielvorstellung; Qualitätssicherung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Inhaltsanalyse; Lehrerverhalten; Schulkultur; Schulleben; Verantwortung; Sozialkapital; Schuleffizienz
Abstract	The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced three school-level patterns of participation, associated with distinct goal orientations. Projective participation to judge the quality of the school's practices was associated with a learning orientation (one school). Consultant participation to demonstrate competence to external inspectors was associated with a performance-approach orientation (one school). Simple participation to complete tasks imposed by administrators was associated with a performance-avoidance orientation (four schools). School-level differences highlighted teachers' perceptions of the characteristics of their school's culture associated with the adoption of these goal orientations. These included existing internal accountability practices, the social capital the school could leverage to implement self-assessment and use external feedback, and the existing structures for teacher participation in decision making. These factors may prove to be a useful guide for the development of induction strategies to support the use of school assessment in ways that foster, rather than diminish, teachers' motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10