3.8 Article

Pre-service teachers' achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching

Journal

EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE
Volume 21, Issue 2, Pages 245-283

Publisher

SPRINGER
DOI: 10.1007/s10671-021-09303-y

Keywords

Achievement goal orientations; Teacher emotions; Teacher identity; Personal responsibility; Educational accountability

Ask authors/readers for more resources

The study found significant relationships among pre-service teachers' achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility. The results indicated that the effects of achievement goal orientations and emotions about teaching on personal responsibility through teacher identity were either positive or negative.
This study examined the relationships among pre-service teachers' (PTs) achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility, with the intention of exploring whether the effects of possible interactions between achievement goal orientations and emotions about teaching on the sense of personal responsibility were significantly transmitted through teacher identity. A total of 845 PTs from the faculty of education of a large university located in the Western Black Sea region of Turkey participated in the study. An exploratory-correlational research design was used to examine the relationships among the research variables in an inductive manner. Partial correlation and path analyses were conducted to analyze the data. The results showed that achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility were significantly related to each other. The results also showed that the effects of interaction between self-related goals and enjoyment on the four aspects of personal responsibility through teacher identity were positive and significant, whereas the effects of interaction between self-related goals and anxiety on the four aspects of personal responsibility through teacher identity were significant, yet negative. The results of the present study suggest that PTs' emotions about teaching, along with their teacher identity, play crucial roles in their willingness to adopt personal responsibility for the diverse and challenging aspects of the teaching profession.

Authors

I am an author on this paper
Click your name to claim this paper and add it to your profile.

Reviews

Primary Rating

3.8
Not enough ratings

Secondary Ratings

Novelty
-
Significance
-
Scientific rigor
-
Rate this paper

Recommended

No Data Available
No Data Available