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Teachers' Goals and Role Behavior *
Author(s) -
RABOW JEROME,
ROBISCHON THOMAS
Publication year - 1972
Publication title -
sociological inquiry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.446
H-Index - 51
eISSN - 1475-682X
pISSN - 0038-0245
DOI - 10.1111/j.1475-682x.1972.tb00686.x
Subject(s) - sanctions , grading (engineering) , socialization , psychology , mathematics education , social psychology , sociology , political science , law , engineering , civil engineering
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.