| Abstract: | This study assesses the temporal stability of teacher goal orientation and identifies factors associated with change. Seventy-four elementary teachers responded to questionnaires and interviews over a 4-year period. Teacher goal orientation was found to be a relatively stable construct, as few teachers made major and enduring shifts in goal orientation. Subjects identified a variety of factors as contributing to change in goal orientation, with student behavior emerging as a primary impetus for change. Contrary to expectation, shifts in goal orientation were most often exhibited by the more highly experienced teachers in the study. Implications are discussed. |
