Relations between teachers' classroom goals and values: a case study of high school teachers in Far North Queensland, Australia

Pudelko, Claudia E., and Boon, Helen J. (2014) Relations between teachers' classroom goals and values: a case study of high school teachers in Far North Queensland, Australia. Australian Journal of Teacher Education, 39 (8). pp. 14-36.

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Abstract

To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel's Classroom Goals Scales and Schwartz's Portrait Values Questionnaire. Results showed several positive associations between teachers' classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g. mastery approach goals were positively correlated with openness to change and self-transcendence values, performance approach goals with self-enhancement values and conformity. Mastery approach goals and social goals were related to similar values, unlike performance approach goals. Schools could benefit from examining their hidden value curriculum in order to maximise teachers’ communication of academically relevant learning goals.

Item ID: 33918
Item Type: Article (Refereed Research - C1)
Keywords: achievement goals, values, teachers, quality teaching, secondary school
ISSN: 1835-517X
Date Deposited: 17 Jul 2014 01:55
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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