Tiplic Dijana, Brandmo Christian, Elstad Eyvind

Abstract：This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals' achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals' achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals 'mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals' efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals 'purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership.

Keywords：accountability; achievement goals; educational leadership; school leaders' motivation

总结：

1、本文调查了如何用成就目标理论及其措施对校长领导的成就目标进行理解。而成就目标理论很少被用作研究教育管理时的分析工具。

2、这一探索性研究旨在通过使用对从270位挪威校长中收集到的数据进行因子分析，从而开发出校长成就目标的衡量标准。分析清晰地显示出领导校长的掌握和绩效目标之间的差异。领导的掌握目标与结构呈正相关，如校长领导的效能信念，自治和教师与校长的信任，而绩效目标则与这些结构的相关性不显著。

3、研究表明，环境因素和组织因素正影响着校长成就行为的目的。由于学校领导的责任日益受到重视，目前的研究表明成就目标理论可以作为一种在研究教育领导方面富有成效的方法。

来源:Problems of Education in the 21st Century. 2014, Vol. 58, p27-38. 12p. 3 Charts.