ERIC Number: EJ1440619
Record Type: Journal
Publication Date: 2024-Oct
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1598-1037
EISSN: EISSN-1876-407X
Relationships among the Volitional Strategies, Task Values, and Goal Commitment of Remedial Teaching Teachers and Differences in Teaching Experience and Professional Background
Ju-Chieh Huang
Asia Pacific Education Review, v25 n4 p1021-1036 2024
This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers' volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers' volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs.
Descriptors: Remedial Instruction, Elementary School Teachers, Teaching Experience, Teacher Characteristics, Goal Orientation, Individual Power, Teacher Background
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A