Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing
Pre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most research h...
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Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00906/full |
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doaj-f1dfa469842d4e61856de1c6fa6939b72020-11-24T20:59:39ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-05-01810.3389/fpsyg.2017.00906272701Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and WellbeingLia M. DanielsAmanda I. RadilLauren D. GoeganPre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most research has used variable-centered approaches to examining responsibilities even though the domains appear related. In two separate samples we used cluster analysis to explore how pre-service (n = 130) and practicing (n = 105) teachers combined personal responsibilities and their impact on three professional cognitions and their wellbeing. Both groups had low and high responsibility clusters but the third cluster differed: Pre-service teachers combined responsibilities for relationships and their own teaching in a cluster we refer to as teacher-based responsibility; whereas, practicing teachers combined achievement and motivation in a cluster we refer to as student-outcome focused responsibility. These combinations affected outcomes for pre-service but not practicing teachers. Pre-service teachers in the low responsibility cluster reported less engagement, less mastery approaches to instruction, and more performance goal structures than the other two clusters.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00906/fullpersonal responsibility for teachingteacher engagementteaching efficacyinstructional practicespre-service teacherspracticing teachers |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Lia M. Daniels Amanda I. Radil Lauren D. Goegan |
spellingShingle |
Lia M. Daniels Amanda I. Radil Lauren D. Goegan Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing Frontiers in Psychology personal responsibility for teaching teacher engagement teaching efficacy instructional practices pre-service teachers practicing teachers |
author_facet |
Lia M. Daniels Amanda I. Radil Lauren D. Goegan |
author_sort |
Lia M. Daniels |
title |
Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing |
title_short |
Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing |
title_full |
Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing |
title_fullStr |
Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing |
title_full_unstemmed |
Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing |
title_sort |
combinations of personal responsibility: differences on pre-service and practicing teachers’ efficacy, engagement, classroom goal structures and wellbeing |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Psychology |
issn |
1664-1078 |
publishDate |
2017-05-01 |
description |
Pre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most research has used variable-centered approaches to examining responsibilities even though the domains appear related. In two separate samples we used cluster analysis to explore how pre-service (n = 130) and practicing (n = 105) teachers combined personal responsibilities and their impact on three professional cognitions and their wellbeing. Both groups had low and high responsibility clusters but the third cluster differed: Pre-service teachers combined responsibilities for relationships and their own teaching in a cluster we refer to as teacher-based responsibility; whereas, practicing teachers combined achievement and motivation in a cluster we refer to as student-outcome focused responsibility. These combinations affected outcomes for pre-service but not practicing teachers. Pre-service teachers in the low responsibility cluster reported less engagement, less mastery approaches to instruction, and more performance goal structures than the other two clusters. |
topic |
personal responsibility for teaching teacher engagement teaching efficacy instructional practices pre-service teachers practicing teachers |
url |
http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00906/full |
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