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Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing
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- Author(s) / Creator(s)
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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. -
- Date created
- 2017-01-01
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- Type of Item
- Article (Published)