Measuring teacher perceptions of their task-initiated achievement goals

Abstract

Stemming from Achievement goals theory (AGT), research relevant to teacher perceptions of their task-initiated goals is lacking. Study purpose was to provide initial validation of a new instrument measuring teacher perceptions of the achievement goals originated by their work task itself. The sample comprised 430 in-service teachers. Structural equation modeling analyses produced multi-faced (convergent, discriminant, criterion) evidence of instruments’ validity. Confirmatory factor analyses suggested that teacher perceptions of their task generated goals are distinct from their personal achievement goals. Measurement invariance across gender and school level was supported. Teacher mastery perceptions predicted intrinsic motivation, amotivation (negatively) and job satisfaction whereas performance avoidance perception predicted amotivation. Implications for school motivational climate and teacher work improvement are discussed in light of AGT. © 2021 Elsevier Ltd