@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}
}
