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Perceived school goal structure
Teacher achievement goals
Luo, W., Lim, S. Q. W., Choong, P. L., & Liem, G. A. D. (2020). Perceived school goal structure, achievement goals and emotions in teaching of Singapore teachers. Asia Pacific Journal of Education, 40(3), 344-355. https://doi.org/10.1080/02188791.2019.1705760
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.
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2019.1705760
Education Research Funding Programme
Ministry of Education, Singapore
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