The purpose of this mixed methods study was to understand how context may shapemultiple goal negotiation. Prior research has focused on identifying variables that influence goal
pursuit in general, but little attention has been given to how these principles operate in
different circumstances. This study adopted the Dynamic Systems Model of Role-
Identity and studied context through an identity lens. The context of the L2 teacher was
selected as the focus of investigation, specifically the L2 teacher’s pursuit of speaking in
the second language for 90% of instructional time while forming meaningful
relationships with students. Fifty six L2 teachers participated. The study was carried out
over five phases. In the first phase, data were collected in an online survey targeting
teachers’ contextual variables, goal commitment, goal expectancy, self-accordance, job
satisfaction, and perception of goal conflict. In the second phase, teachers were divided
into groups based on their perception of conflict between the two goals: misaligned, no
effect, and aligned. Chi-square analysis and Fischer exact tests were conducted and
the only significant difference between groups was the amount of L2 spoken. A
MANOVA, followed by univariate analysis found that the groups differed significantly
regarding their level of commitment to the L2 goal, and their goal expectancy for forming
relationships. In the third phase, a content analysis of the open-ended responses found
that context influenced the goal navigation process, that the most frequent approach to
resolving conflict was abandoning the L2 goal, that multifinality is contingent on one’s
role-identity, and that tension may be conscious or unconscious. In the fourth phase, 14
L2 teachers completed semi-structured interviews, which were used to further explore
how role-identity informs goal navigation. Analysis of the transcripts revealed that role-
identity has a powerful influence on how teachers manage and construal their goals. In
the fifth and final phase, all the data were synthesized, resulting in the implications for
researchers, administrators, and teachers. / Educational Psychology
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/8585 |
| Date | January 2023 |
| Creators | Palmer, Ryan, 0000-0001-8124-8814 |
| Contributors | Byrnes, James P., Kaplan, Avi, Bailey, Janelle M., Wagner, Elvis |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 193 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/8549, Theses and Dissertations |
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