Exploring teachers’ beliefs in relation to TARGETS dimensions – results of an interview research

Abstract

Although learning motivation research has offered a number of effective solutions for classroom practice in the past decades, teachers seem to be reluctant to put these into practice. This probably has to do with teachers’ beliefs about motivation, which impedes their adoption of research results. We examined the possibilities of putting the knowledge accumulated by goal theory into practice from the perspective of teachers. Goal theory offers the TARGETS dimensions (Task, Authority, Recognition, Grouping, Evaluation, Time, Social Relationship) to create a motivating classroom atmosphere, however, so far little emphasis has been put on exploring whether teachers actually find these useful in their everyday practice. This research examined what teachers think of the practical usability of the TARGETS dimensions as well as the factors that affect these beliefs. Although the sample is not representative (n=12), all efforts were made to compile a heterogeneous sample based on the following criteria: sex, professional experience, domain, socioeconomic background of students. The method of data collection was interview; the interview questions can be divided into three groups: (1) questions about qualifications and experience; (2) general beliefs about learning motivation; (3) practical relevance of TARGETS dimensions. Results suggest that the majority of the TARGETS dimensions are represented in the classroom of the teachers of the sample, however, teachers rarely support students’ autonomy, as they perceive it as something that can be strengthened outside of the classroom. Engaging students is limited to giving them the opportunity to select which tasks, activities, games or extra credit projects they want to do. Facilitating student-student interactions is a strategy that is seldom used. Moreover, differentiation is wrongly perceived by most teachers as a relaxation of standards. Teachers of students with average or less favorable family backgrounds are less likely to think they can shape their students’ learning motivation. Results confirm that teachers’ beliefs about motivation may be influenced by the domain they teach.