Exploring Public Elementary School Educator Perceptions Of Student Goal Setting In The Classroom

<p>The academic success of elementary (Kindergarten–Grade 8) students is closely correlated to their persistence, perseverance through challenges, and meaningful engagement in learning. The motivation crisis in today's elementary classrooms is evident through rising absenteeism, increased disengagement, and declining academic performance, exacerbated by disruptions caused by COVID-19. Goal-setting strategies have been widely recognized in fields such as business and sports for improving motivation and performance, however, how educators implement these strategies remains underexplored. The purpose of this qualitative phenomenological study was to explore the lived experiences of elementary educators who implemented goal-setting strategies in their classrooms. This research was guided by goal-setting theory and supported by related frameworks such as achievement goal theory and expectancy-value theory. Ten public elementary educators participated in semistructured interviews from which four major themes emerged: (a) goal setting for student empowerment, (b) flexibility and adaptation of goal strategies, (c) enhancing student performance and engagement, and (d) the need for consistency and sustained commitment. Findings revealed educator mindset and consistency as paramount factors in shaping effective goal-setting environments.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Author dc:creator

• Trottier, Kelly A.

Contributors dc:contributor

• Alyson Manion
• Patrick Hutchinson

• goal setting
• classroom strategies
• student motivation
• goal theory
• achievement goal theory
• expectancy-value theory
• Education

Repository record dc:identifier

https://dune.une.edu/edu_diss/68

OAI identifier oai:identifier

oai:dune.une.edu:edu_diss-1072