Teachers’ achievement goals and teaching practices: A standardized lesson diary approach

That teachers' achievement goals matter for teaching practices is an important premise of teacher motivation research. However, this notion still little understood, particularly as most studies on topic use global self-reports overarching practices. We therefore differentiate between ten central to motivating lessons and introduce a diary approach assessing them. Following baseline goal questionnaire, 134 German high school teachers completed 670 standardized lesson diaries concerning their subsequent lessons. Multilevel analyses illuminated robust linkages teachers’ speak the merits