Goal Orientation Predicts University Instructors' Participation in Teaching Improvement Activities

• In Event: Faculty Teaching, Evaluation, and Development SIG Scholarship of Teaching and Learning (SoTL)

Abstract

Research evidence warns that many university instructors feel reluctant or resistant to participate in activities that will improve their teaching. This study examined instructors’ goal orientation as a predictor of participation in teaching improvement. Questionnaire data were collected from 142 instructors in a Canadian university. Logistic regression showed that mastery goal orientation was a positive predictor of attendance in teaching improvement, whereas work-avoidance goal was a negative predictor of attendance in teaching improvement. Additionally, multiple regressions showed that mastery goal was a positive predictor of the amount of time allocated for teaching improvement. Findings highlight the significance of goal orientation for participation in teaching improvement. Reframing instructors’ motivational beliefs can have potential influences on their participation in teaching improvement activities.

Authors

• Zaynab Sabagh, McGill University

• Alenoush Saroyan, McGill University