Relationships and differences between goal orientations and emotional experiences of physical education teachers

Abstract

Despite the motivational impact of teacher goal orientations and emotions, there is limited investigation on those who experience marginalization, such as Physical Education teachers. The purpose of this study was to explore the relationships among and differences in Physical Education teacher goal orientations and emotions. Inservice Physical Education teachers (N = 364) from across the U.S. completed demographic, goal orientations, and emotions surveys. Analysis of variance and path analysis tests found that goal orientations and emotions differed significantly by context, instructional level, and years of experience. Aiding teachers in the development of mastery, approach, and social goal orientations can increase positive teacher experiences – improving their effectiveness and well-being.