Teachers' Goals and Role Behavior
Bibliographic Data
| ID | 2273725 |
|---|---|
| Authors | Jerome Rabow (University of California, Los Angeles), Thomas Robischon (University of California, Los Angeles) |
| Year | 1972 |
| Volume | 42 |
| Issue | 1 |
| Pages | 29-35 |
| Publication date | 1972-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociological Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0038-0245 • E-ISSN: 1475-682X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1475-682x.1972.tb00686.x |
| OpenAlex | W2075356869 |
| Language | EN |
| References cited | 5 |
A survey in junior and senior high schools assessed the goal orientations of 316 teachers. These goals are factor analyzed and produce a two-factor structure, each composed of four items. Teachers are rated as low, medium or high on each factor, called socialization and academic. Teachers' goals are related to the grading practices and sanctions used in the classroom. A stress on academic goals is positively related with the use of performance criteria in grading students and to the infrequent use of sanctions. A socialization emphasis is positively related to the use of non-performance criteria in grading and the frequent use of sanctions
Grading (engineering) · Mathematics education · Political science · Sanctions · Socialization · Sociology · Engineering · Law · Psychology · Social Psychology · Student Assessment and Feedback
| Highly cited | No |
|---|