Journal
ASIA PACIFIC JOURNAL OF EDUCATION
Volume 40, Issue 3, Pages 344-355Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02188791.2019.1705760
Keywords
Perceived school goal structure; teacher achievement goals; teacher enjoyment; teacher anger; teacher anxiety
Categories
Funding
- Singapore Ministry of Education (MOE) under the Education Research Funding Programme [OER 06/17LWS]
Ask authors/readers for more resources
This study investigated the mediational relationship between teachers' perceived school goal structure, achievement goals and emotions in teaching. The participants were 495 Singapore teachers who took an online survey on the measured variables. We conducted structural equation modelling to test the hypothesized mediation model and found that teachers' achievement goals partially mediated the relationship between teachers' perceived school goal structure and emotions in teaching. More specifically, teachers' perceived school learning goal structure was associated positively with their mastery goals and performance-approach goals. Via mastery goals, teachers' perceived school learning goal structure was associated positively with enjoyment, and negatively with anger and anxiety in teaching. In addition, teachers' perceived school learning goal structure was also directly associated with teacher enjoyment positively and teacher anger negatively. Teachers' perceived school performance goal structure was associated positively with their performance-approach and performance-avoidance goals, and it was associated positively with teacher anxiety via the mediation of performance-avoidance goals. Theoretical and practical implications of the findings are discussed.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available