A person-oriented perspective on the relation between career choice motivations and goal-achievement orientations

Motivational orientations are an important component of teachers' professional competence. Thus, career choice motivation is considered to be a distal factor and goal orientation is regarded to be a proximal characteristic for academic success. Additionally, it is assumed that the reasons for starting teacher education predict the goals pursued during their studies. These are shown to be relevant for a successful professional development. The current study investigates if the reasons why preservice teachers start a teacher training program are reflected in the goals with which they pursue their studies. A total of 271 students were surveyed at the beginning of their teacher training studies at Salzburg. In a latent profile analysis, three goal orientation profiles are identified, which primarily differ in the approach dimensions and work-avoidance. With regard to the career choice motivation profiles, the results of a latent transition analysis show that those preservice teachers who show a favorable goal orientation profile have primarily started their teacher training for socially or intrinsically motivated reasons. Undifferentiated career choice motivation profiles seem to be less favorable. Especially undecided preservice teachers might be at risk in terms of their successful teaching career development and need to be monitored.