Tertiary Teachers' Goal Orientations for Teaching and the Relations to Their Engagement and Teaching Approaches

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-18 - Faculty Careers Around the World

Abstract

This study explored the characteristics of Chinese tertiary teachers’ goal orientations for teaching and its effect on teachers’ approaches to teaching through the mediation of teacher engagement are also examined. Results of a survey of 597 Chinese tertiary teachers indicated that teachers reported high levels of relational and mastery goals and a preference for the student-focused approach to teaching. Mastery goals predicted teachers’ student-focused approach to teaching, and ability-approach and work-avoidance goals predicted the teacher-focused approach to teaching. Moreover, teacher engagement significantly mediated the effect of ability-approach, mastery and work-avoidance goals on teacher-focused intention, student-focused intention and strategy. These results have significant implications for the change from teacher-focused to student-focused approaches to teaching in Chinese higher education institutions.

Author

• Jiying Han, Shandong University