Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction ☆
By Einar M. Skaalvik, Sidsel Skaalvik. 2013
92 citations recorded by the source corpus.
Abstract Research on goal theory has almost exclusively focused on students’ goals and their perception of the classroom goal structure. The purpose of this study was to explore teachers’ perception of the school goal structure as well as relations between goal structure, teaching related goal orientation, engagement for teaching, and job satisfaction. The participants were 2569 teachers in elementary and middle school. Data were analyzed by means of structural equation modeling. Mastery goal structure was directly and positively related to teachers’ work-related motivation (engagement and job satisfaction) whereas performance goal structure related to work-related motivation through the teachers’ personal goal orientation.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/658035d626a1fbc2b4b1364f143aa35e76a188c5
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In Education
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, result): “A number of studies have also shown that teachers’ overall engagement was moderately to strongly related to their job satisfaction (Klassen et al., 2012; Shoshani & Eldor, 2016; Simbula, 2010; Skaalvik & Skaalvik, 2013).”
- Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “With regard to achievement, job satisfaction appears to benefit significantly from value consonance and the high quality (i.e., mastery) goals shared between teachers and their students and between teachers of their school (Papaioannou and Christodoulidis 2007; Skaalvik and Skaalvik 2011, 2013).”