标题：Teaching Motivation of ELT Instructors through Goal Orientation Perspective/Amaca Yönelim Bakış Açısı ile İngilizce Okutmanlarının Öğretme Motivasyonları
期刊名称：e-International Journal of Educational Research
印刷版ISSN：1309-6265
出版年度：2012
卷号：3
期号：2
DOI：10.19160/e-ijer.93002
语种：
出版社：E-International Journal of Educational Research
摘要：Studies researching second/foreign language (L2) motivation have mainly focused on the students' motivation to learn. They yielded interesting results which should be considered in the process of teaching. However, studies limited in number have attempted to shed light on teachers' motivation to teach which is very crucial in the process of learning. Thus, the aim of this study was to explore the goal orientations of in-service English instructors at various Turkish universities to reflect upon their motivational profiles. The data of study were derived from 61 (F=43; M=18) instructors of English who responded to the Measure of Achievement Goal Orientations which comprised items about distinct mastery, ability-approach, ability-avoidance, and work-avoidance goal orientations, and a demographic questionnaire. The findings of the study showed that Turkish in-service ELT instructors have a high degree of mastery goal orientation (M= 4.18; SD= 0.62). There was a significant negative correlation between mastery goal orientation and work-avoidance goal orientation (p < 0.01) and there was a significant positive correlation between ability-avoidance goal orientation and work-avoidance (p < 0.01). In addition, non-parametric analyses comparing English instructors' gender, degree, age and the university they work with instructors' goal orientations yielded only one significant difference. Mann Whitney U-test showed that English instructors who have Bachelor of Arts (BA) diploma adopt more ability-avoidance goal orientations than Master of Arts (MA) holders (p<0.05).
