Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Exploring Saudi Teachers’ Goal Orientations: An Appeal for Mastery Goal Orientation as a Vision for a Better Future

Alrshed, Afnan Mohammed
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1619273432170344

Abstract Details

2021, Doctor of Philosophy, University of Toledo, Foundations of Education: Educational Psychology.
Saudi Arabia launched a strategic plan to further develop its overall education plan. The strategic plan contains goals to develop classroom environments that concentrate on inculcating learning skills (e.g., critical thinking and problem solving), fostering students’ self-development, improving students’ confidence, promoting students’ spirit of creativity, and increasing students’ desire to be challenged in the learning context (“Education and Vision 2030,” 2017). The goals are aligned with the principles of Achievement Goal Theory (AGT), a key motivational theory in Educational Psychology. Indeed, motivational theories often guide educational philosophies which seek to increase students’ interaction and engagement in learning. AGT is considered to be an essential factor that influences students’ intrinsic motivation and desire not only to learn but also to continue learning. Teachers are the heart and soul of the education system, and they are the most immediately influential component in students’ learning and development. There is a lack of research evidence regarding Saudi teachers’ Goal Orientation. Thus, the present study's focus was to explore teachers’ Goal Orientation in Saudi Arabia using a descriptive survey design. The sample of the study consisted of 292 teachers. The data iii was analyzed using the Rasch model for dichotomous data. The demographic information of the teachers revealed that 83.83% of teachers had not been exposed to Achievement Goal Theory. The results show that teachers preferred Mastery Orientation (MO) strategies with some students but not all. It seems that teachers did not have a comprehensive grasp of the importance of practicing MO strategies with all students most of the time. The results suggest that teachers' selection of MO strategies could be influenced considerably by certain characteristics of both the situation and the student. Also, the results identified the areas where teachers fail to practice the most important MO strategies on learning with students, which will help determine teachers' developmental needs to establish a mastery-oriented classroom.
Victoria Dagostino-Kalniz, PhD (Committee Chair)
Gregory Stone, PhD (Committee Member)
Dale Snauwaert, PhD (Committee Member)
Leigh Chiarelott, PhD (Committee Member)
Jason Rose, PhD (Committee Member)
143 p.
Educational Psychology
Achievement Goal Orientation; Achievement Goal Structure; TARGET framework, Saudi Education, Saudi Vision 2030, Rasch Model

Recommended Citations

Citations

  • Alrshed, A. M. (2021). Exploring Saudi Teachers’ Goal Orientations: An Appeal for Mastery Goal Orientation as a Vision for a Better Future [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1619273432170344

    APA Style (7th edition)

  • Alrshed, Afnan. Exploring Saudi Teachers’ Goal Orientations: An Appeal for Mastery Goal Orientation as a Vision for a Better Future. 2021. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1619273432170344.

    MLA Style (8th edition)

  • Alrshed, Afnan. "Exploring Saudi Teachers’ Goal Orientations: An Appeal for Mastery Goal Orientation as a Vision for a Better Future." Doctoral dissertation, University of Toledo, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1619273432170344

    Chicago Manual of Style (17th edition)

toledo1619273432170344
265
© 2021, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.