Affective Versus Cognitive Goal Orientations in Elementary Teachers

Abstract

Teachers’ goal orientations were assessed by means of tape-recorded, 3-hour interviews. Content analysis of interview transcription replicated earlier findings indicating that elementary teachers place an inordinately high priority on affective concerns. A cluster analysis revealed three distinct goal orientations on the part of teachers. The largest group was identified as those expressing a predominantly affective orientation. A second group was predominantly cognitive in orientation, and the third group expressed a mixed, affective and cognitive orientation. The discussion focuses on teachers’ responses to individual interview items and the consistency of their responses, particularly as it relates to teachers’ professed goals and educational practices.