Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background

Abstract

This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers’ volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers’ volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs.