The Role of Teacher Autonomy and School Climate on Goal Orientations for Teaching

Autor/inn/en	Ertem, Hasan Yücel; Arslan, Ali; Özenir Üren, Esra
Titel	The Role of Teacher Autonomy and School Climate on Goal Orientations for Teaching
Quelle	In: Psycho-Educational Research Reviews, 10 (2021) 2, S.203-212 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ertem, Hasan Yücel) ORCID (Arslan, Ali) ORCID (Özenir Üren, Esra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2634-7172
Schlagwörter	Professional Autonomy; Educational Environment; Goal Orientation; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Characteristics; Teacher Attitudes; Teacher Behavior; Predictor Variables; Public Schools; Private Schools; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Berufsfreiheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zielorientierung; Zielvorstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten; Teacher behaviour; Prädiktor; Public school; Öffentliche Schule; Private school; Privatschule; Ausland; Türkei
Abstract	Goal orientations of teachers for teaching are significant in shaping educational settings such that they are linked to some school concepts. The curriculum and teaching autonomy of teachers is related to the teachers' goal orientation. Further, school climate that is shaped by behaviors of teachers, students, and administrators affects the goal orientations for teaching. The aim of this study is to reveal the role of teachers' autonomy behavior and perceptions of school climate on their goal orientations for teaching. The study was designed as correlational study. The participants consisted of 284 teachers in public and private schools. Instruments were "goal orientation scale for teaching", "school climate scale", and "teacher autonomy scale". Multiple Hierarchical Regression Analysis method was used to analyze data. The results indicated that school climate was more powerful of and significant predictor of goal orientation than teacher autonomy. Further, teacher autonomy and school climate predicted dimensions of goal orientation for teaching, which were mastery, performance-approach, work-avoidance, and student relations. The study made a contribution to teacher education and school effectiveness literature by revealing factors related to teachers' goal orientations for teaching. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/perr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01