Abstracts - Earli

contextual as well as individual resources, and of expanding the research perspective to cover thepositive side of teacher motivation.Goal orientations for teaching: How teachers’ achievement goals are influenced by the schoolcontext and influence teacher enthusiasm and burnout.Ruth Butler, School of Education, Hebrew University of Jerusale, IsraelLimor Shibaz, School of Education, Hebrew University of Jerusale, IsraelStudent motivation has long been a major focus of research in educational psychology, but weknow far less about the nature, determinants, and consequences of teacher motivation, at least inpart because of the dearth of compelling theoretical frameworks. Recently, Butler (2005; underrevision) applied achievement goal theory to teachers and showed that individual differences in thedegree to which to teachers pursued mastery, ability-approach and avoidance, and work-avoidancestrivings were coherently related to their help-related attitudes and behaviors. The main aim of thispresentation will be to address contextual influences on teachers’ achievement goals, and teachergoal influences on positive and negative aspects of teachers’ engagement in teaching, based ondata from two new survey studies. In Study 1, results from a sample of 430 Israeli teachersconfirmed that teachers’ perceptions of perceived school mastery goal structure, ability goalstructure, and work avoidance were coherently related to teachers’ personal mastery, ability, andwork-avoidance goals for teaching. Study 2 then examined relations between teacher goalorientations, student perceptions of teacher enthusiasm, and teacher burnout in a sample of 53teachers and 1300 of their students. Results confirmed that perceived teacher enthusiasm wassignificantly predicted by teacher mastery orientation; mastery orientation also predicted teachers’self-reported interest in teaching. In contrast, teacher work avoidance was highly correlated withburnout. Discussion will address implications of the present framework and results forunderstanding teacher motivation and creating school environments that can foster positivemotivation and engagement for both teaching and learning.Teachers’ intrinsic need satisfaction: Its meaning for their well-being and instructional behaviourMareike Kunter, Max Planck Institute for Human Development, GermanyUta Klusmann, Max Planck Institute for Human Development, GermanySelf-determination theory proposes that the degree to which the social context allows people tosatisfy their intrinsic needs for autonomy, competence, and social relatedness is crucial for thedevelopment of functional motivations and behaviours in that domain (e.g. Deci & Ryan, 2000;Ryan & Deci, 2002). In two studies, we apply this theoretical framework to the domain ofclassroom instruction, and investigate whether teachers’ experience of autonomy, competence, andsocial relatedness at the workplace is associated with higher well-being and more functionalinstructional behaviours. Study 1 employs a quasi-experimental approach, with questionnairesbeing administered to a group of 63 severely exhausted teachers and a control group of 62nonexhausted teachers. Group comparison revealed large differences in teachers’ need satisfaction.Study 2 is based on a one-year repeated measurement of 178 mathematics teachers and theirstudents, drawn from a representative school sample. Regression analyses showed a significanteffect of need satisfaction on teachers’ exhaustion and job satisfaction, even when controlling forthe baseline measurement. Moreover, students whose teachers experienced higher needsatisfaction rated their mathematics instruction more favourably. In particular, teachers who feltmore competent and autonomous were described as being better able to motivate students, asdealing more patiently with students’ mistakes, and as offering more social support. These resultsindicate that teachers’ well-being and functional behaviours are systematically related to the– 401 –