Book contents
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Chapter 8 - How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
Published online by Cambridge University Press: 20 September 2017
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Summary
The first part of the chapter gives an overview of teacher education and teacher professional development in Croatia, together with an empirical review of motivations for the teaching profession in Croatia, whereas the second part presents the results of the new study. The goal of the present study was to explore the role of personality and motivations for choosing teaching as a future career, in explaining achievement goals of student teachers in their teacher studies. Achievement goals are of particular importance for student teachers as learning is the core of their future profession. One could expect that their goals for their own learning would be congruent with their goals for teaching, as both could be conceptualised under the same theoretical framework (Butler, 2007). The sample included 197 third-year students enrolled in teacher education programs for classroom teachers in the three Croatian universities: University of Zagreb (57.1%), University of Rijeka (21.4%), and University of Zadar (21.4%). Instruments used were the Big Five Inventory (BFI; John, Naumann, & Soto, 2008), FIT-Choice scale (Watt & Richardson, 2007), and Achievement Goal Questionnaire (Elliot & McGregor, 2001). Both personality traits and teacher motivations significantly accounted for the variance of all four achievement goals. Mastery goal orientation in teacher education studies was positively predicted by personality dimensions of agreeableness, conscientiousness and openness to experience; and by social utility value motivations for teaching. Performance approach goals were predicted only by personal utility value of teaching out of all motivations. Taken together with personality variables, motivations for teaching independently contributed to the explanation of learning goals during teacher education studies.
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- Global Perspectives on Teacher Motivation , pp. 189 - 219Publisher: Cambridge University PressPrint publication year: 2017
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