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Educational Psychology
An International Journal of Experimental Educational Psychology
To cite this article: Jiying Han, Hongbiao Yin & Wenlan Wang (2016) The effect of tertiary
teachers goal orientations for teaching on their commitment: the mediating role of teacher
engagement, Educational Psychology, 36:3, 526-547, DOI: 10.1080/01443410.2015.1044943
This study explored the effect of tertiary teachers goal orientations for teaching
on their commitment, with a particular focus on the mediating role of teacher
engagement. The results of a survey of 597 Chinese tertiary teachers indicated
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Introduction
In the past decade, teacher motivation, a cognitive process that prompts individual
teachers to adopt new teaching practices, has been perceived as a key component of
teacher attitudinal development in the framework of teacher development (Evans,
2011). According to Evans, motivation is a condition, or the creation of a condition,
that encompasses all of those factors that determine the degree of inclination towards
engagement in an activity (Evans, 1999, p. 7). Although teacher motivation is
recognised as a key component of teacher development, there has been limited
research in the eld of teacher development.
Current knowledge of the psychological basis of teacher motivation has identi-
ed two research lines, pre-service teachers motivation to choose teaching as a
career and in-service teachers motivation to remain in the profession. For in-service
teachers, teacher motivation determines what attracts individuals to teaching, how
much they engage with the teaching profession and how long they remain in the
profession (Sinclair, 2008). The three dimensions of teacher motivation identied by
of attitude, i.e. a persons internal state that precedes and guides the action, feelings,
beliefs and behavioural tendency (Ajzen, 2001).
Underpinned by Butlers (2007, 2012) framework of teacher goal orientations
for teaching (GOT), this study investigated the relationship between teacher motiva-
tion, engagement and commitment in higher education institutions. In particular, the
mediation effect of teacher engagement on motivation and commitment in a Chinese
context was examined.
Teacher GOT
A review of the existing literature showed that cognitive motivation theories, such
as expectancy-value theory, self-determination theory and achievement goal orienta-
tion theory, have generally been applied in teacher motivation research. Expectancy-
value theory, in which achievement motivation is determined by both an individuals
expectation of success and the incentive of successful task fullment, has been com-
monly used to investigate the reasons pre-service teachers choose teaching as a
career (Richardson & Watt, 2006; Watt & Richardson, 2007). Self-determination the-
ory, which has been extensively used as a framework for studies on the inuence of
teacher motivation on student motivation, has been challenged for both its vagueness
in differentiating the various types of extrinsic motivation within the continuum of
self-determination (Vandergrift, 2005) and the adaptability of its Western-rooted
emphasis on personal choice in Eastern cultures (dAilly, 2004).
Recently, achievement goal theory, which has proven successful in explaining
and predicting beliefs, responses and behaviours in achievement settings (Roberts,
2001), was used as a framework to conceptualise the differences in teachers
motives for teaching (Butler, 2007, 2012). Achievement goal orientation theory was
originally formulated to study motivation in educational settings, and it was devel-
oped specically to explain achievement behaviour by emphasising how different
goals evoke different patterns of thought, emotion and behaviour. Early distinction
of different goal orientations was between mastery and performance goals. Mastery
goal orientation was directed towards personal improvement and growth, and it was
528 J. Han et al.
early studies. For example, as indicated by Ames and Ames (1984), teachers may
pursue ability-evaluative goals to demonstrate high ability or mask low ability. In
addition, teachers were found to perform best as they strived to learn and acquire
competence (Pollard, 2002). To identify and measure different types of achievement
GOT, Butler (2007, 2012) developed a self-report instrument called GOT, which has
ve dimensions, (1) mastery orientation, focusing on the improvement of profes-
sional understanding and skills, (2) ability approach goals, aim at proving superior
teaching ability, (3) ability avoidance goals, reecting efforts to avoid demonstrating
inferior teaching ability, (4) work avoidance goals, indicating efforts to go through
the day with minimum effort and (5) relational goals, referring to attempts to
achieve and maintain favourable relationships with students. Empirical studies have
supported the construct validity of the GOT scale and proven the applicability of
achievement goal theory in teacher motivation research (Butler, 2012; Retelsdorf,
Butler, Streblow, & Schiefele, 2010; Retelsdorf & Gnther, 2011).
As the relationship between students goal orientations for learning and the
strategies they used has been established (Nolen, 1988), the relationship between
different teaching goals and teaching behaviours has been explored in the context of
achievement goal theory. In particular, the effect of teachers goal orientations on
the learning goals emphasised in the classroom and teachers instructional practice
(the promotion of deep learning or surface learning among students) has been exam-
ined (Retelsdorf et al., 2010; Retelsdorf & Gnther, 2011). However, as Retelsdorf
and Gnther (2011) indicated, research on teacher goal orientations is still at its early
stages and more empirical studies are required. In addition, with the shared interest
in exploring the relationship between teachers GOT and their teaching practice, so
far very little reference has been made to the effect of teachers GOT on their work-
related attitudes and involvement.
commitment to students, (3) teacher commitment to teaching work, (4) teacher com-
mitment to their career or the profession and (5) teacher commitment to a body of
knowledge, attitudes and skills. According to Razak et al. (2009), teacher commit-
ment to school was highly related to teachers engagement in behaviours that
helped the school to achieve its goals, to exert considerable effort beyond nominal
expectations and remain working with the organisation (p. 348). Teacher commit-
ment to students or student learning was concerned with teachers willingness and
devotion to exert efforts on behalf of their students, while teacher commitment to
teaching work indicated teachers psychological link with the teaching work, and it
determined teachers willingness to remain in the teaching profession. Teacher com-
mitment to career or profession involved an affective attachment to the profession
and teachers efforts to achieve the highest standards through effective and ethical
behaviours. However, Razak and colleagues (2009) insisted that teachers commit-
ment to a body of knowledge, attitudes and skills, although signicant due to the
rapid expansion of knowledge and technology, should be separated from other types
because it focused on the academic work and research engagement rather than
teaching practice.
Although researchers have long been interested in studies of motivation or com-
mitment in the workplace, little is known about integrating motivation and commit-
ment. Conceptually, the voluntary nature of commitment predicts its relationship
with motivation, i.e. that a committed teacher should be internally motivated
(Firestone & Pennell, 1993). Early supporting evidence could be found in the social
psychology concept of internal work motivation. According to Hackman and
Oldham (1980), the feelings of highly motivated people were closely related to good
work performance, which was self-rewarding and served as an incentive for continu-
ing to perform well. Therefore, Rosenholtz (1989) argued that high internal motiva-
tion was necessary for workplace commitment, and he dened teacher commitment
as the extent to their work investment, performance quality, satisfaction, attendance
and desire to remain in the profession (p. 422). Empirical evidence provided by
Martinez-Pons (1990) also revealed that intrinsically motivated teachers were more
committed to teaching than extrinsically motivated teachers.
530 J. Han et al.
A more detailed explanation of the relationship between the two concepts was
made by Meyer, Becker, and Vandenberghe (2004), who believed that motivation
and commitment were distinguishable, but related concepts. According to their inter-
pretation, the lack of literature on these two independently researched concepts was
due to the differences in both origin and objectives. Specically, using philosophical
and psychological considerations of human nature, motivation theories have mainly
been applied to explain the reason for task performance. However, commitment has
its origin in sociology and social psychology, and it has been widely examined as a
predictor of job performance. Gagne, Chemolli, Forest, and Koestner (2008)
extended Meyer and colleagues (2004) model by identifying the direct relationship
between motivation and commitment. They emphasised the signicance of distin-
guishing motivation from commitment by viewing them as constructs with different
targets. Specically, they believed that the target of motivation was a course of
action, whereas that of commitment was an entity of an organisation, person or
event. Gagne and colleagues (2008) examined the relationship between motivation
and commitment among ofcers working at a Canadian maximum security prison,
and the results suggested that motivation inuenced organisational commitment over
time, whereas commitment rarely inuenced work motivation over time.
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process, which proposed that the high demands of the job might lead to burnout by
exhausting the employees energy, causing health problems. The second was the
motivational process in which job resources served either as an intrinsic or extrinsic
motivation factor, enhancing engagement and therefore increasing commitment
(Hakanen, Bakker, & Schaufeli, 2006; Schaufeli & Bakker, 2004). However, it is
worthwhile noting that although Hakanen et al. (2006) examined the cross-links
hypothesised by the JD-R model among teachers, and the results of their study con-
rmed the existence of the two processes and the mediating role of engagement on
commitment among primary and secondary school teachers, research into teacher
engagement in the eld of education has been very limited in comparison to
research into work engagement in other occupations. Therefore, the study of teacher
engagement, particularly in higher education, has remained largely unexamined by
educational researchers.
Theoretically, motivational theories were mainly applied to explain the inner
drives for tasks, and teacher motivation has been widely proven signicant in pre-
dicting teachers behaviours and performance (e.g. Retelsdorf & Gnther, 2011;
Retelsdorf et al., 2010). Meanwhile, both engagement and commitment have been
proven signicant bond of the individual to the job performance and organisational
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behaviours (Firestone & Pennell, 1993). Therefore, teacher goal orientations were
supposed to inuence teacher engagement and teacher commitment in educational
settings. Additionally, as teachers present-oriented performance predicts their future
behavioural inclinations, teacher engagement was hypothesised to mediate the effect
of teacher GOT on teacher commitment. However, this psychological mechanism
requires more supporting evidence due to the lack of empirical research in the exist-
ing literature. As the existing literature mainly focuses on primary and secondary
teachers in Western cultures, research in a non-Western context, particularly among
tertiary teachers, is much needed to ll the gaps in the knowledge base that exist at
present.
The aim of this study was to explore the relationship between tertiary teachers
GOT, teacher engagement and teacher commitment, particularly in a Chinese
context. The study was designed to address the following questions: (1) What is the
effect of teacher GOT on teacher commitment? (2) Is there a mediation effect of
teacher engagement on the relationship between teacher GOT and teacher
commitment?
Methodology
Participants
The study sample consisted of teachers drawn from 30 institutes in 10 cities of
province S in Eastern China. To get access to the participants, permissions of all
administrative levels in charge of the teaching staff in each institute were obtained,
and the data were collected during the regular meetings of the teaching staff in indi-
vidual teaching unit. A total of 579 tertiary teachers participated in the study, of
which 145 (24.3%) were male and 452 (75.7%) were female. The average teaching
experience was 13 years, with 41 participants (6.9%) having less than 5 years of
experience, 384 participants (64.3%) having 5 to 15 years of experience and 172
participants (28.8%) having more than 15 years of experience. Regarding partici-
pants professional titles, 36 (6.0%) were teaching assistants, 421 (70.5%) were lec-
turers and 140 (32.4%) were associate professors and professors. As for the type of
532 J. Han et al.
institutions, there were 131 teachers (21.9%) from two key national universities, 388
teachers (65.0%) from 15 ordinary provincial universities and 78 (13.1%) from 13
professional colleges. Considering the educational background, 17 (2.8%) of the par-
ticipants had a doctoral degree, 512 (85.8%) had a masters degree and 68 (11.4%)
had a bachelors degree.
Measurement
A questionnaire survey was conducted from January to April in 2014 to collect the
data. Three scales were included in the questionnaire, namely, GOT, UWES and
Teacher Commitment Questionnaire (TCQ). In the present study, the Chinese ver-
sions of these scales were administered to the participants. To ensure the quality of
translation, translation and back translation were conducted independently by two
research assistants who were uent in both Chinese and English. Then the scripts
were compared and cross checked by the authors to remove the inconsistencies in
the translations. Although all authors were native Chinese speakers, each of them
mastered English at a professional level.
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school with institution in the description of relevant items. Appendix 3 shows the
TCQ used in this study.
Results
Construct validity and reliability
Goal orientations for teaching
As a preliminary study to apply the GOT scale on tertiary teachers in the Chinese
context, validation work was conducted to check whether the loadings were consis-
tent. To verify the structures of the GOT scales and examine whether the data t the
original measurement model, maximum-likelihood conrmatory factor analysis
(CFA) was conducted using AMOS 17.0. The goodness-of-t indices employed
include 2 statistics, the comparative t index (CFI), the Tracker-Lewis index (TLI)
and the root-mean-square error of approximation (RMSEA). Literature indicates that
acceptable and excellent model t requires, respectively, the CFI and TLI values no
less than .90 and .95, and RMSEA value less than .06 and .08 (Kline, 2005;
Schreiber, Nora, Stage, Barlow, & King, 2006). The goodness-of-t statistics for the
Table 1. Fit indices for measurement models of GOT, UWES and TCQ (N = 597).
Model 2 2/df p df TLI CFI RMSEA ECVI AIC
GOT 430.063 2.688 .000 160 .912 .926 .069
UWES
3-factor 897.459 7.737 .000 116 .890 .906 .106 1.687 1005.459
1-factor 675.295 6.253 .000 108 .914 .932 .094 1.341 799.295
TCQ
Original 459.841 4.069 .000 113 .863 .886 .072 .963 573.841
Rened 313.459 3.732 .000 84 .900 .920 .068 .697 415.459
Note: GOT = Goal Orientations for Teaching, UWES = Utrecht Work Engagement Scale,
TCQ =Teacher Commitment Questionnaire.
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534
J. Han et al.
GOT suggested that the ve-factor model tted the data well (2 = 430.063,
df = 160, p = .000, CFI = .926, TLI = .912, RMSEA = .069). The CFA results are
presented in Table 1. The factor loadings of the GOT items ranged from .495 to
.920, and the Cronbachs reliability coefcients for the ve sub-scales, as pre-
sented in Table 2, were .803 (AAP), .788 (M), .840 (AAV), .844 (WAV) and .888
(REL), indicating good internal consistencies for each sub-scale. These results sup-
ported Butlers (2012) ve-factor model of GOT.
correlations among the three factors might indicate some overlap in content, a sec-
ond CFA by combining the three factors into one composite factor model was then
conducted. The results of the second model indicated an acceptable data t
(2 = 675.295, df = 108, p = .000, CFI = .932, TLI = .914, RMSEA = .094), and the
factor loadings of all items on the one composite factor UWES ranged from .579 to
.845. The Cronbachs coefcient of the composite factor was .953.
In addition, the mean score of teacher engagement was 3.945 and the standard
deviation was .886 in the UWES.
Table 2 shows the correlation matrix for all of the factors. Within the GOT, sig-
nicant positive correlations were found between relational goals and ability
approach (r = .269, p < .01), mastery (r = .537, p < .01) and ability avoidance
(r = .083, p < .05) goals; ability approach goals and mastery goals (r = .291,
p < .01); ability avoidance goals and work avoidance goals (r = .135, p < .01). How-
ever, the relationship between work avoidance goals and mastery (r = .194,
p < .01) and relational goals (r = .136, p < .01), and that between ability approach
goals and ability avoidance goals (r = .121, p < .01) were found signicantly nega-
tive. In addition, all factors were signicantly and positively correlated with each
other within the TCQ. As for the relationship between teachers GOT and their
reported teacher engagement and teacher commitment, ability approach, mastery and
relational goals were positively correlated with teacher engagement and all factors
of teacher commitment. Ability avoidance goals were only weakly positively corre-
lated with teacher commitment to institution (r = .082, p < .05) and to students
(r = .154, p < .01), and no signicant correlation existed between ability avoidance
goals and teacher engagement. Moreover, despite the negative correlation with tea-
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cher engagement (r = .219, p < .01), work avoidance goals had weakly negative
correlations with teacher commitment to students (r = .113, p < .01), to teaching
(r = .150, p < .01) and to profession (r = .192, p < .01). In addition, teacher
engagement was positively correlated with the four teacher commitment factors.
AAP .195***
2
TCI R =.082
.193**
M
.201** .158* .111*
2
TCSs R =.332
.130**
AAV .151**
.215***
-.100*
2
-.130* TCT R =.313
WAV
-.162** .113*
2
.381*** TCP R =.100
.267***
REL
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Figure 1. SEM results of direct effect model showing signicant regression paths
(N = 597).
Note: *p < .05, **p < .01, ***p < .001; 2 = 1219.241, df = 524, p = .000, CFI = .923,
TLI = .912, RMSEA = .046.
work avoidance goals on teacher commitment through teacher engagement were sig-
nicant, indicating that teacher engagement accounts for the relationship between
teachers ability approach, mastery and work avoidance GOT and their commitment.
Notice that the effect size of teacher engagement as a mediator between work avoid-
ance goals and teacher commitment constructs were negative. This is reasonable
because of the negative correlation between work avoidance goals and teacher
engagement and teacher commitment. The results also indicated that the mediation
effect of teacher engagement between teachers ability avoidance and relational
goals and teacher commitment did not reach a signicant level.
Discussion
This study fulls the need for further details on how teachers goals are effective in
educational settings (Retelsdorf & Gnther, 2011, p. 1115). The ndings not only
highlight some characteristics of Chinese tertiary teachers GOT and teacher com-
mitment, but also contribute to the knowledge about the associations between tea-
cher GOT, teacher commitment and teacher engagement. The results of the study
provide some evidence on how different types of teacher GOT affect teacher com-
mitment and how teacher engagement mediates the relationship between teacher
GOT and teacher commitment, particularly among Chinese tertiary teachers.
Educational Psychology 539
the highest score for teacher commitment to teaching, indicating deep affection and
great enthusiasm for teaching work among Chinese tertiary teachers. As a determi-
nant of how long teachers would remain in the profession (Razak et al., 2009), the
high commitment to teaching indicates a lower possibility of teacher attrition among
Chinese tertiary teachers. However, teachers reported the lowest score for teacher
commitment to their institution, indicating the lack of teachers effort beyond the
institutions expectations and the lack of teachers psychological attachment to
teaching within their current institutions. This serves as a caution to institutions of
the potential for teachers to move between institutions.
goal orientations for teaching are closely related to teacher commitment in terms of
the identied values and goals of the profession and organisation. Moreover, as most
achievement goal and intrinsic motivation theorists have contended that both mas-
tery goals and ability approach goals facilitate intrinsic motivation, whereas avoid-
ance orientation undermines intrinsic motivation (e.g. Deci & Ryan, 1990; Elliot &
Harackiewicz, 1996), the ndings of this study echoed Martinez-Pons (1990) claim
that intrinsically motivated teachers were more committed than extrinsically moti-
vated teachers. A possible explanation is that, with an instrumental value, the degree
of extrinsic motivation is more subject to change when extraneous incentives vary,
but intrinsic motivation has proven a signicant feature that affects performance and
persistence (Ryan & Deci, 2000; Ryan & LaGuardia, 2000). As a result, for teachers
who voluntarily identied with the goals and values of the profession and organisa-
tion, it is the rewards from teaching itself rather than the separable conditions of
teaching that sustain them in the profession.
As far as teacher ability avoidance goals are concerned, it is worth to note that
they positively predicted teacher commitment to their institution and to students, but
were negatively related to teacher commitment to profession. According to achieve-
ment goal theory, the approach avoidance distinction represents the potential positive
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The results of mediation analysis also revealed that the effect size of teacher
engagement as a mediator scored the highest on the effect of mastery goals than that
on ability approach and work avoidance goals regarding the relationship with tea-
cher commitment constructs. This indicates that for teachers who perceived success
as professional learning and personal development, the direct effect of their goal
orientation on teacher commitment was greatly actualised by their increased level of
engagement in teaching. Although very few studies have addressed the relationship
between teachers mastery goals and engagement, evidence supporting the positive
link between students mastery goal orientations and their academic engagement
provides signicant implications (e.g. Miller, Greene, Montalvo, Ravindran, &
Nichols, 1996; Patrick, Ryan, & Kaplan, 2007). Therefore, teachers mastery GOT
have the strongest power in predicting teachers engagement in teaching towards
enhanced commitment.
In addition, teacher engagement was found to be a signicant mediator for the
effect of work avoidance goals on teacher commitment. This means that for teachers
who expected to make a low investment or little effort into their work, the adverse
change in their overall affective attachment to the profession was caused by their
decreased involvement in teaching. Therefore, the effect of teachers work avoidance
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Limitations
This study provides a better understanding of the relationship between teacher
motivation, teacher engagement and teacher commitment. As a preliminary study
conducted in China, two limitations can be detected, which also highlight the direc-
tions for future research. First, as a cross-sectional study, the present study is
542 J. Han et al.
exploratory and thus insufcient to conrm the consistent existence of the causal
relationship between teacher goal orientations, teacher engagement and teacher com-
mitment, and the ndings of the study is not a rejection of other possibilities regard-
ing the relationship between teacher engagement and teacher commitment.
Therefore, future studies are expected to explore other possible relationships among
the variables, and longitudinal research design is expected to help conrm the causal
relationship between the variables. Second, with a focus on the relationship between
teacher goal orientations, teacher engagement and teacher commitment, the present
study did not reveal any regional or individual differences among tertiary teachers,
which may limit the generalisability of the ndings. In view of the fact of Chinas
vast territory and large population, this problem need to be further discussed with a
larger sample in the near future.
Implications
This study reveals some characteristics of Chinese tertiary teachers GOT and
teacher commitment. It claries the blurred relationship between teacher motivation,
teacher engagement and teacher commitment in the areas of education and
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Disclosure statement
No potential conict of interest was reported by the authors.
Educational Psychology 543
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(1) The department head commended me for having higher teaching ability than most
of my colleagues.
(2) My classes did better than those of other teachers on an exam.
(3) Department head says I am one of the best teachers.
(4) My lesson plan was the best.
(5) I learned something new about teaching or about myself as a teacher.
(6) My class made me want to learn more.
(7) Students questions made me think.
(8) I saw that I was developing professionally and teaching more effectively than in the
past.
(9) Department head didnt say that I have low ability.
(10) No one asked a question that I could not answer.
(11) My class didnt do worse than those of other teachers on an exam.
(12) My classes were not furthest behind.
(13) The material was easy and I did not have to prepare lessons.
(14) I got by without working hard.
(15) I didnt have any work to mark.
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(1) I often nd it difcult to agree with this institutions policies on important matters
related to its teachers.
(2) I told my friends that this institution is a great place to work.
(3) I nd that my values and the institutions values are very similar.
(4) Theres nothing much to be gained by sticking with this institution indenitely.
(5) For me this is the best of all possible institutions to work for.
(6) I spend time with the students on subjects (activities) related to the lessons outside
the classroom.
(7) It is my responsibility to ensure good social relations among my students.
(8) It is my responsibility to help all my students in achieving high academic perfor-
mance.
(9) I cant face my students if I dont put all my efforts into increasing their knowledge
and skills.
(10) I put all my effort to help unsuccessful/under-achiever students.
(11) I used to be more ambitious about my teaching than I am now.
(12) Sometimes, when I lie awake at night, I will think on what I need to do for the next
day.
(13) I enjoy teaching.
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(14) If I could get a different job, rather than being a teacher, and have the same amount
of salary, I would accept it.
(15) If I could do it all over again, I would not work in the teaching profession.
(16) I am disappointed that I have chosen/selected teaching profession.
(17) To be a teacher is the best decision that I ever made.