Perceived school goal structure, achievement goals and emotions in teaching of Singapore teachers

ABSTRACT

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.

KEYWORDS:

• Perceived school goal structure
• teacher achievement goals
• teacher enjoyment
• teacher anger
• teacher anxiety

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 06/17LWS) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore.

Notes on contributors

Wenshu Luo

Wenshu Luo is an assistant professor with the Policy, Curriculum and Leadership Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her primary research interests focus on student motivation and teacher motivation as well as their contextual factors.

Simon Qing Wei Lim

Simon Qing Wei Lim is a doctoral student with the Policy, Curriculum and Leadership Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. His primary researchinterests focus on school leadership, teacher motivation, and student motivation.

Pek Lan Choong

Pek Lan Choong is a senior teaching fellow with the Policy, Curriculum and Leadership Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her key research interest areas include positive education, coaching, mentoring and leadership development of middle managers in schools.

Gregory Arief D. Liem

Gregory Arief D. Liem is an Associate Professor in the Psychology and Child and Human Development (PCHD) Academic Group, at the National Institute of Education, Nanyang Technological University, Singapore. His research interests focus on student motivation, engagement and wellbeing.