Abstract

On the basis of a content perspective, we developed a questionnaire for the assessment of teacher goals covering 13 dimensions with four items each. Study 1, with a sample of 85 pre-service teachers and 217 professional teachers, provided evidence for the psychometric quality of the instrument. Exploratory factor analyses revealed three factors of higher order, which can be interpreted as socio-emotional, task-related, and self-related goal factors. Teacher goals correlated positively with teacher self-efficacy, self-esteem, and life satisfaction and negatively with emotional exhaustion. In Study 2, which included 34 eight grade classes, teachers’ goals correlated positively with observer-assessed classroom management and learning-conducive climate. We discuss the possibilities of the newly developed instrument for the assessment of teacher goals.

Citation

Rüprich, C. & Urhahne, D. (2015). Development of a questionnaire for the assessment of teacher goals from a content perspective. International Journal of Educational Research, 72(1), 173-184. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/203642/.

Keywords

• Questionnaire construction
• Teacher goals
• Teacher Motivation