A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile

Montecinos, C., Madrid, R. , Fernández, M. B. and Ahumada, L. (2014) A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile. Educational Assessment, Evaluation and Accountability, 26(3), pp. 241-261. (doi: 10.1007/s11092-014-9190-5)

Abstract

The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced three school-level patterns of participation, associated with distinct goal orientations. Projective participation to judge the quality of the school’s practices was associated with a learning orientation (one school). Consultant participation to demonstrate competence to external inspectors was associated with a performance-approach orientation (one school). Simple participation to complete tasks imposed by administrators was associated with a performance-avoidance orientation (four schools). School-level differences highlighted teachers’ perceptions of the characteristics of their school’s culture associated with the adoption of these goal orientations. These included existing internal accountability practices, the social capital the school could leverage to implement self-assessment and use external feedback, and the existing structures for teacher participation in decision making. These factors may prove to be a useful guide for the development of induction strategies to support the use of school assessment in ways that foster, rather than diminish, teachers’ motivation.

• Item Type: Articles
• Additional Information: This study was funded by a grant from FONDECYT-CONICYT (#1060444). Additional funding has been provided to the authors by PIA-CONICYT, Project CIE-05.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Madrid Miranda, Dr Romina
• Authors: Montecinos, C., Madrid, R., Fernández, M. B., and Ahumada, L.
• College/School: College of Social Sciences > School of Education
• Journal Name: Educational Assessment, Evaluation and Accountability
• Publisher: Springer
• ISSN: 1874-8597
• ISSN (Online): 1874-8600
• Published Online: 12 March 2014