Goal Setting and Personal Development: Teachers’ Perspectives, Behavioral Strategies and Impact on Performance


Bernice Higgins (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

There are important links between teachers’ own experiences at work and their students’ outcomes. A crucial part of providing successful learning environments for students in K-12 classrooms is to have effective teachers. In this book, the authors lead a discussion on how attending to teachers’ experiences in the classroom is central for promoting effective teaching and learning. The authors examine the relationship of goal setting processes of teachers across different professional development (PD) experiences with teacher pedagogical learning. A matrix is also developed that can be used to help teachers integrate entrepreneurial mindset training throughout the curricula and the education system as a whole. The third chapter explores the links between instructional practices and interest and satisfaction of the teachers’ students. The fourth chapter focuses on the positive impact of effective functioning on achievement-related outcomes.

The renowned researcher Joachim Broecher writes in his chapter about positive behavioral interventions and supports (PBIS) in German schools and argues that for teacher training designed to anchor PBIS in German schools to be successful, it must take into account the prevailing academic backgrounds and national characteristics that contribute to forming the professional identity of Germany’s teachers. Finally, curriculum reform is a way that the government tries to improve the achievement of pupils attending schools sponsored by the government. This book includes research on curriculum reform and related teachers’ performances. The last two chapters examine a method of getting positive behavioral change (via student goal setting using focal points), in the context of schools’ physical education programs.

Table of Contents

Table of Contents


Teachers’ Psychological Needs, Motivation, and Autonomy-Support: Impacts on Students’ Growth Goals and Achievement Outcomes
(Rebecca J. Collie and Andrew J. Martin, School of Education, University of New South Wales, Sydney, NSW, Australia)

The Relationship of Goal Setting and Teacher Learning in Professional Development Settings
(Erin E. Peters-Burton, George Mason University, Fairfax, VA, USA)

Learning and Teaching Entrepreneurial Mindsets: Bridging Research in Business and Education
(Ida Lindh, Sara Thorgren, Luleå University of Technology, Entrepreneurship and Innovation, Luleå, Sweden)

Teachers´ Goal Orientation, Instructional Practice and Student´s Beliefs
(Susana Rodríguez, Antonio Valle, José C. Núñez, Isabel Piñeiro, Bibiana Regueiro, Department of Developmental and Educational Psychology, University of A Coruña, Spain, and others)

Effective Functioning and its Relations in Educational Contexts: An Empirical Investigation
(Huy P. Phan, School of Education, The University of New England, Armidale, Australia)

Implementing School-Wide Positive Behavioral Interventions and Supports (PBIS) in German Schools: The Challenge of Knowledge Politics, Education Cultures and Teacher Perspectives
(Joachim Broecher, University of Flensburg, Flensburg, Germany)

Linking Teachers’ Performances to Pupils’ Improvement under Curriculum Reform
(Chau-kiu Cheung, City University of Hong Kong, China)

Skip Counting Bases and Autonomous Motivation
(Stephen E. Erfle, International Business and Management, Dickinson College, Carlisle, PA, USA)

Focal Behavior and Performance by Male U.S. Service Academy Cadets: A Preliminary Analysis
(Todd A. Crowder, Stephen E. Erfle, Department of Physical Education, United States Military Academy, West Point, NY, USA, and others)


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