Oberhauser Lia, Hertel Silke
Lia Oberhauser, Heidelberg School of Education, Heidelberg University and University of Education Heidelberg, Heidelberg, Germany.
Institute of Education Science, Heidelberg University, Heidelberg, Germany.
Front Psychol. 2023 May 17;14:1147276. doi: 10.3389/fpsyg.2023.1147276. eCollection 2023.
Relational goals have a positive impact on teachers' classroom performance, but little is known about the antecedents of these goals. One of the most important reasons for choosing teaching as a career is the desire to work with children/adolescents. This study examined this reason along with other relational career choice motives as predictors of relational goal orientation, complementing other studies that have examined the relationship between reasons for career choice and goal orientations but did not consider the relational component. We hypothesized that relational motives for career choice would predict relational goal setting for teaching better than other reasons for career choice. The sample comprised = 167 student teachers at a large German university who answered an online questionnaire assessing motivations for choosing teaching as a career, professional self-concepts and relational goal orientation. Adopting an expectancy-value perspective, we set up a structural equation ( = 167) and two linear regression models ( = 86, = 81) to examine the effects of student teachers' career choice motives on relational goal orientation. Analyses showed that the relational motive of educational interest was the only significant predictor in a structural equation model with educational interest, subject-specific interest, and general ability beliefs as predictors and relational goal orientation as the criterion. The first regression model found that the social utility motive work with children/adolescents was a significant predictor of relational goal orientation when combined with other career choice motives, namely educational interest, subject-specific interest, general abilitiy beliefs, and three other social utility factors. The second regression model found no significant effects of educational interest, subject-specific interest, educational self-concept and subject-specific self-concept on relational goal orientation. The results suggest that teachers who choose their profession because they enjoy working with children and adolescents are likely to strive to build satisfactory student-teacher relationships. Implications for future research and teacher education are discussed.
关系目标对教师的课堂表现有积极影响，但对于这些目标的 antecedents 却知之甚少。选择教学作为职业的最重要原因之一是渴望与儿童/青少年共事。本研究考察了这一原因以及其他关系型职业选择动机作为关系目标导向的预测因素，对其他研究进行了补充，那些研究考察了职业选择原因与目标导向之间的关系，但没有考虑关系成分。我们假设，与其他职业选择原因相比，关系型职业选择动机能更好地预测教学中的关系目标设定。样本包括一所德国大型大学的167名实习教师，他们回答了一份在线问卷，该问卷评估了选择教学作为职业的动机、职业自我概念和关系目标导向。采用期望 - 价值视角，我们建立了一个结构方程模型（n = 167）和两个线性回归模型（n = 86，n = 81）来检验实习教师的职业选择动机对关系目标导向的影响。分析表明，在以教育兴趣、学科特定兴趣和一般能力信念为预测因素、关系目标导向为标准的结构方程模型中，教育兴趣这一关系动机是唯一显著的预测因素。第一个回归模型发现，当与其他职业选择动机（即教育兴趣、学科特定兴趣、一般能力信念和其他三个社会效用因素）相结合时，与儿童/青少年共事的社会效用动机是关系目标导向的显著预测因素。第二个回归模型发现，教育兴趣、学科特定兴趣、教育自我概念和学科特定自我概念对关系目标导向没有显著影响。结果表明，因为喜欢与儿童和青少年共事而选择职业的教师可能会努力建立令人满意的师生关系。讨论了对未来研究和教师教育的启示。
