Do career goals promote continuous learning among practicing teachers?

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Title Do career goals promote continuous learning among practicing teachers?
Author Ng, Chi-Hung Clarence
Journal Name Teachers and Teaching
Editor Professor Christopher Day
Year Published 2010
Place of publication United Kingdom
Publisher Routledge
Abstract Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning goals orient teachers to learn for improving professional competence by acquiring professional knowledge and understanding, and extrinsic career goals focus teachers on learning for tangible benefits such as career promotion and higher professional qualification. Results derived from regression analyses confirmed that professional learning goals were the most significant goals in predicting adaptive use of learning strategies, regulatory strategies, and positive attitudes towards learning. Extrinsic career goals predicted the use of surface strategies. This study also found that self-efficacy mediated the effects of different goals on learning. Cluster analyses provided additional findings confirming the importance of professional learning goals in teachers' goal profiles.
Peer Reviewed Yes
Published Yes
Publisher URI
Volume 16
Issue Number 4
Page from 397
Page to 422
ISSN 1354-0602
Date Accessioned 2011-01-25
Language en_AU
Faculty Arts, Education and Law
Subject Teacher Education and Professional Development of Educators
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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