Gender and Subject Domain Differences in Goal Orientations among Pre-Service Teachers in Nigerian Colleges of Education

Abstract

This research sought to explain gender and subject domain differences in pre-service teachers' goal orientations in Nigerian Colleges of Education. Specifically, it examined the dimensions of learning and performance goal orientation among genders and subject domains in Colleges of Education with implications for teacher education policy and practice. It was a correlational research design involving 400 pre-service teachers (200 males, 200 females; 200 arts students and 200 science students) drawn using stratified random sampling method from two colleges of education in Katsina State, Nigeria. The Achievement Goal Questionnaire (Elliot & Church, 1997) was adopted and re-validated for this study and used for data collection. The collected data were analysed using descriptive and inferential statistics. Descriptively, pre-service teachers possessed moderately high learning goal orientation (M = 3.87, S.D = .58) and moderate performance goal orientation (M = 3.12, S.D = .71). As for gender differences, a significant difference was observed in learning goal orientation, with females (M = 4.02, S.D = .52) scoring significantly higher than males (M = 3.72, S.D = .61), t(398) = 5.34, p < .001, d = 0.53. Similarly, a significant subject-domain difference was found, with science students (M = 4.01, S.D = .54) scoring significantly higher than Arts students (M = 3.73, S.D = .60), t(398) = 4.98, p < .001, d = 0.50. No significant gender or subject-domain differences were found for performance goal orientation, and no significant gender × subject-domain interaction was found for learning goal orientation, F(1, 396) = 1.24, p = .266, η² = .003. Female and Science pre-service teachers are more learning goal oriented. Teacher education programs need to infuse and cultivate motivational strategies that promote learning goal orientation among male pre-service teachers and Arts-student teachers. Mixed methods research designs would be needed to explore achievement goal orientation and teaching effectiveness during practicum.