@article {880, title = {THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP MOTIVATION}, journal = {Problems of Education in the 21st Century}, volume = {58}, year = {2014}, month = {March/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {27-38}, abstract = {This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals{\textquoteright} achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals{\textquoteright} achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals{\textquoteright} mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals{\textquoteright} efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals{\textquoteright} purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. }, keywords = {accountability, achievement goals, educational leadership}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.58.27}, url = {http://oaji.net/articles/2014/457-1420361199.pdf}, author = {Christian Brandmo and Dijana Tiplic and Eyvind Elstad} }