Psychometric Properties of the Teachers’ Achievement Goals in Work Questionnaire (TAGWQ): Factor Structure, Validity and Reliability

The main purpose of the present study was to investigate psychometric properties of the Teachers’ Achievement Goals in Work Questionnaire (TAGWQ, Papaioannou & Christodoulidis, 2007) among Iranian male and female teachers.

In this correlational study, 360 teachers (200 female and 160 male) completed the Teachers’ Achievement Goals in Work Questionnaire,  and the Teacher Emotion Inventory (TEM, Chen, 2016) and the Job-Related Affective Well-Being Scale (JAWS, Van Katwyk, P. T., Fox, S., Specter, P. E., & Kelloway, 2000). The confirmatory factor analysis method and internal consistency were used to determine the TAGWQ's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the TAGWQ, correlations between different dimensions of TAGWQ with scales of teacher emotions and career well-being was calculated.

The results of confirmatory factor analysis based on AMOS software showed that 3-factor structure of the mastery goal orientation, performance goal orientation and avoidance goal orientation in the Iranian sample had good fit with the data. Correlational analyses between different dimensions of TAGWQ with scales of teacher emotions and career well-being provided initial evidence for the TAGWQ construct validity. Internal consistency for the mastery goal orientation, performance goal orientation and avoidance goal orientation subscales was 0/80, 0/79 & 0/78 respectively.

In sum, these findings provide evidence for the validity and reliability of the TAGWQ as an instrument for measuring motivational construct of goal orientations among Iranian male and female teachers.