“I Strive to Improve My Teaching Skills Because I Want to Help Students”: Exploring Goal Complexes of English Teachers in Japan

• Published in: Psychology in the schools Vol. 62; no. 9; pp. 2838 - 2850
• Main Author: Onodera, Takeshi
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc 01.09.2025
• Subjects: achievement goal complexes; achievement goal theory; Achievement Need; Educational Quality; English teachers; Foreign languages; Institutional aspects; Job satisfaction; Language; language teacher motivation; Language Teachers; Motivation; Objectives; Professional development; Second Language Instruction; Secondary schools; Self determination; Social factors; Teacher education; Teacher Effectiveness; Teacher Motivation; Teachers; Teaching; Teaching Experience; Teaching Skills; Work skills; Japan
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23504

ABSTRACT Despite the recognized importance of teaching motivation and goals for successful second/foreign language teaching, past research has revealed limited insights into teachers' goals and underlying reasons. Understanding teachers' motivational profiles offers valuable insights for educating enthusiastic teachers and supporting those facing psychological challenges, ultimately enhancing students' language learning. As one of the initial studies, this study investigated language teacher achievement goal complexes (i.e., what goals teachers pursue and why), drawing on achievement goal theory and self‐determination theory. A qualitative case study explored seven Japanese secondary school English teachers through interviews. Thematic analysis revealed that their goal complexes were predominantly mastery‐oriented, influenced by wanting‐to rather than needing‐to reasons, with other goal complexes identified in fewer cases. These reasons for goal pursuit were influenced by personal and social factors. Teaching experience also played a critical role in shaping goal complexes. This study advances theoretical understandings of goal complexes by illustrating how motivational reasons and contextual factors interact to influence language teachers' goals. Practically, it highlights the need to foster mastery‐oriented goal complexes in teacher education and professional development. These findings inform teacher training, school policies, and institutional support systems about approaches to enhancing teaching quality, job satisfaction, and well‐being in language education. Summary Language teachers in Japan exhibit mastery‐goal‐oriented goal complexes, focusing on self‐based and task‐based goals. The motivation for pursuing these mastery goals is predominantly driven by wanting‐to reasons rather than needing‐to reasons. The complex interplay between personal and social influences in shaping teachers' goal complexes underscores the need for active engagement in goal‐setting and professional development support.