The Origin of Teachers' Intrinsic Versus Extrinsic Instructional Goals

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-4 - Teaching and Teacher Motivation

Abstract

The purpose of the present study investigated the origin of teachers' intrinsic and extrinsic instructional goals. Study1 invested how teachers` need status (satisfaction vs. frustration) was associated with their instructional goal pursuing that, in turn, influences to teachers` instructional motivating styles. Study 2 sought how teachers` goals affected their own classroom functioning. The result showed that when teachers experienced psychological needs satisfaction, they adopt intrinsic goals, and when teachers did not experience psychological needs satisfaction they adopt extrinsic goals. when teachers adopted intrinsic goals, they displayed an autonomy support and nurtured students' need satisfaction and classroom engagement, but when teachers adopted extrinsic goals, they displayed a controlling motivating style and frustrated their students' needs that lead to classroom disengagement.

Authors

• Hye-Ryen Jang, Australian Catholic University

• Johnmarshall Reeve, Korea University