The role of teacher autonomy and school climate on goal orientations for teaching

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, performanceapproach, 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.