Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout

By Jan Retelsdorf, Ruth Butler, Lilian Streblow, Ulrich Schiefele. 2010

313 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/76809c4236fa0c4f3f1b10e761ccd9d9c642272b

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In Experimental and Cognitive Psychology

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation (2013, background): “…corresponding dimensions (learning goals with classroom mastery goal structure, performance goals with classroom performance goal structures; Butler, 2007; Butler & Shibaz, 2008; Retelsdorf et al., 2010) which are in line with both the functionality hypothesis and the generalization hypothesis.”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “Parts of this project, which do not overlap with the present data analyses, have been reported by Retelsdorf et al. (2010).”
The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, methodology): “In particular, the effect of teachers’ goal orientations on the learning goals emphasised in the classroom and teachers’ instructional practice (the promotion of deep learning or surface learning among students) has been examined (Retelsdorf et al., 2010; Retelsdorf & Günther, 2011).”
Goal Structures: The Role of Teachers’ Achievement Goals and Theories of Intelligence (2013, background): “This goal type was mostly unrelated to a small number of outcomes investigated in the prior studies, such as provision of support and response to students’ help seeking, their own help seeking to other colleagues regarding teaching, interest in teaching, and burnout (Butler, 2007; Butler & Shibaz, 2”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Moreover, teachers’ achievement goals, such as establishing close relationships with students (Butler 2012), have been reported to be connected to their instructional behaviour, interest in teaching and well-being (Butler and Shibaz 2008; Retelsdorf et al. 2010).”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “The need to address teacher motivation also derives from teacher shortage reported by many western countries including the US, Australia and some other European countries like the UK, Germany and Norway (e.g. Kyriacou & Kunc, 2007; Weiss, 1999).”