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ERIC Number: EJ888889
Record Type: Journal
Publication Date: 2010-Aug
Pages: 26
Abstractor: As Provided
Reference Count: 73
ISSN: ISSN-1354-0602
Do Career Goals Promote Continuous Learning among Practicing Teachers?
Ng, Chi-Hung
Teachers and Teaching: Theory and Practice, v16 n4 p397-422 Aug 2010
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. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong