The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement

Abstract

This study explored the effect of tertiary teachers' goal orientations for teaching on their commitment, with a particular focus on the mediating role of teacher engagement. The results of a survey of 597 Chinese tertiary teachers indicated that teacher commitment was positively predicted by ability approach, mastery and relational goals, but was negatively predicted by work avoidance goals. Ability avoidance goals positively predicted teacher commitment to institution and to students, but negatively predicted teacher commitment to profession. Moreover, teacher engagement mediated the effect of ability approach, mastery and work avoidance goals on teacher commitment. The mediation effect of teacher engagement between teachers' ability avoidance and relational goals and teacher commitment was not significant. The results of this study have implications for understanding the nature of teachers' psychological state and attitudes towards teaching and for the enhancement of teacher commitment.

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

“…Moreover, the outcomes learning, task performance, and job performance were unrelated to the performance-approach goal orientation. More recent studies in the teacher domain found that a performance-approach goal orientation was positively associated with work engagement (Han, Yin, & Wang, 2016;Kunsting, Neuber, & Lipowsky, 2016;Parker, Martin, Colmar, & Liem, 2012;Skaalvik & Skaalvik, 2013) but that teachers with higher levels of performance approach goals also perceived more occupational strain (Nitsche et al, 2013) and demonstrate lower-levels of pro-active work behavior (Zhang et al, 2016). Performance avoidance goals were mostly found to be associated with more negative outcomes (Payne et al, 2007).…”

“…Replication of our study in other educational sectors (primary education, secondary education, higher education) is needed to validate the number and content of goal orientation profiles. Moreover, future research should point out to what extent goal orientation profiles predict teacher cognitions and behaviors such as self-efficacy (Runhaar et al, 2010;Schiefele & Schaffner, 2015;Throndsen & Turmo, 2013;Butler, 2007;Cho & Shim, 2013;Deemer, 2004;Inbar-Furst & Gumpel, 2015;Kilday, Lenser, & Miller, 2016;Künsting, Neuber, & Lipowsky, 2016;Kucsera, Roberts, Walls, Walker, & Svinicki, 2011;Hoffmann, Huff, Patterson, & Nietfeld, 2009); proactive behavior (Zhang et al, 2016); instructional practices (Nitsche et al, 2013;Retelsdorf et al, 2010), and engagement (Han et al, 2016;Kunsting et al, 2016;Parker et al, 2012;Skaalvik & Skaalvik, 2013).…”

Perception and Experience of Teacher Educators about Their Motivation: A Case Study Approach

“…As, the number of research sample may be several and ranging from one (1) to thirty (30) or forty (40) to report properly (Creswell, 2012) in well manner try to cover most of the aspects. The recruited sample of TEs was consists of nineteen (19) male and twenty one (21) female, which were recruited from the seven (7) universities of the province of Sindh, Pakistan, consist of fourteen (14) teacher education departments.…”

“…Because the responsible employees perform their job accurately and learn new things to implement in a better way in their team and group of professionals. Whereas, during working in group the trust building and management is produced that increased the confidence level and developed the positive relationships among TEs and their heads, which increased the interest and responsibility, dedication and commitment (Han, Yin & Wang, 2016), curiosity and trustworthy (Bijlsma & Koopman, 2003) among all stakeholders to manage their conflict (Chan, Huang & Ng, 2008) and avoid any trouble (Ertü rk, 2010). Because trust forms the foundation for effective communication, retention, motivation and contributions of energy to solve real work issues; review progress; build fun and shared experiences; and celebrate group successes and achievement publicly.…”

Editorial

“…Zhang and Jing (2016) explored the predictive power of five organisational commitments for seven teaching styles and suggested some strategies to promote certain teaching styles by fostering organisational commitments. Also drawing on Chinese data, Han, Yin, and Wang (2016) highlighted how teacher engagement mediates the effect of teachers' goal orientations for teaching on teacher commitments.…”