Achievement Goals for Teaching in International Perspective: Concepts, Findings, and Implications

• In Event: International Comparative Studies of Teacher Motivation and How They Matter

Abstract

Purpose and Framework. What do teachers strive to achieve at work, and why does this matter, for both teachers and their students? First, we shall provide an overview of an achievement goal approach to teacher motivation introduced by Author in 2007, briefly describing the development of major goal constructs, assessment scales, and theoretical predictions. Second, we shall combine narrative and meta-analytic procedures to synthesize evidence from studies conducted since in countries with different educational systems pertaining to (a) the structure of teachers' mastery, ability-approach, ability-avoidance, work-avoidance goals for teaching (b) consequences for teacher wellbeing, teachers' instructional and classroom behaviors, and student motivation and learning strategies, (c) contextual (schools, countries) influences on teachers' achievement goals and their consequences. Third, we shall discuss how considering teachers' goals can inform international assessments and educational policy and practice.

Methods. We shall present results from a meta-analytic review of published and unpublished studies identified through 2016. Methods are standard; identification and elicitation of studies, coding for potential moderators (e.g., goal measures, countries, school level, preservice vs. practising teachers), and analysis. In addition to our own studies in Israel, this framework has so far generated over 30 published studies, conference presentations and dissertations based on data from over 6,000 teachers in 10 countries (Australia, Belgium, France, Germany, Greece, Israel, Netherlands, Norway, Turkey, USA), several studies also surveyed students (N = 5,600).

Results. Interim analyses on studies identified to date have confirmed theoretically coherent significant effects that held over different measures and, importantly, countries. Teacher strivings to develop professional competence (mastery goals) are adaptive; they are positively associated with teacher wellbeing (job satisfaction, interest in teaching, low burnout) and efficacy beliefs, with constructive coping strategies, with instruction that values and scaffolds student understanding, effort, and progress, and with positive student motivation and strategies. Overall, strivings to prove superior teaching ability (ability-approach) were not associated with either positive or negative outcomes. Strivings to avoid failure (ability-avoidance) and effort (work avoidance) are maladaptive, orienting teachers to dissatisfaction, burnout, and attrition, to emotion-focused coping strategies, and to instruction that prioritizes correct answers over deep learning, encourages competition, and favors high over low achievers. In this case, it is important to identify influences on teacher goals. A relevant result is that schools and systems that exert pressure on teachers to attain high student test scores promoted less adaptive ability and work-avoidance goals for teaching.

Significance. The quality of teacher motivation matters for both teachers and students. Results demonstrate the range of critical motivational, coping, wellbeing, and student outcomes influenced by teachers’ adaptive vs. maladaptive achievement goals. This highlights the need for concentrated attention to personal and contextual antecedents of the teachers' goals and their developmental trajectories. Incorporating measures of teachers' goals in international assessments can contribute to understanding student outcomes and to informing teacher education programs and educational policy.

Authors

• Ruth Butler, Hebrew University of Jerusalem

• Limor Shibaz, Hebrew University of Jerusalem