Home⇛Mindoro Journal of Social Sciences and Development Studies (MJSSDS)⇛vol. 1 no. 1 (2024)

Public school teachers’ value-expectancy, subjective task value beliefs, and acquired competencies through graduate studies

Joanne D Gorospe

Discipline: Education

 

Abstract:

This quantitative research study employed a descriptive research design to investigate the relationship between teachers' value-expectancies, subjective task value beliefs, and the competencies they acquire through graduate studies. Teachers who were enrolled as graduate students in public schools within Occidental Mindoro province were taken as samples. Data collection involved the use of carefully validated survey instruments. The findings revealed that teachers expressed very high levels of value-expectancies related to their decision to pursue graduate studies, demonstrating a strong commitment to personal interests and confidence in achieving success. Similarly, teachers exhibited strong intrinsic motivation, belief in achievement, recognition of utility, and cost awareness concerning their academic pursuits, indicating a positive and motivated perspective. Moreover, teachers demonstrated perceived high competence in various professional factors, such as adaptability, self-confidence, communication skills, work ethic, supervision abilities, interpersonal skills, and organizational prowess, as a result of their graduate studies. Crucially, significant positive correlations emerged between both value-expectancies and subjective task value beliefs with the competencies acquired. These correlations suggest that teachers with higher value-expectancies and subjective task value beliefs are more likely to have developed a broader range of competencies through their graduate studies.



References:

  1. Arens, A. K., Schmidt, I., & Preckel, F. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. Journal of Educational Psychology, 111(4), 663–684. https://doi.org/10.1037/edu0000313
  2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. New York.
  3. Bandura, A., Freeman, W., & Lightsey, R. (1999). Self-Efficacy: the exercise of control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
  4. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ Self-Efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01645
  5. Cohen, A. M. (2015). The cost of education. In Handbook of the Economics of Education (Vol. 5, pp. 1-85). North-Holland.
  6. Conley A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 32–47. https://doi.org/10.1037/a0026042
  7. Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21
  8. Dietrich, J., Moeller, J., Guo, J., Viljaranta, J., & Kracke, B. (2019). In-the-Moment profiles of expectancies, task values, and costs. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01662
  9. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  10. Eccles J. S. & Wigfield A. (2020). From expectancy-value theory to situated expectancy-     value theory: A developmental, social cognitive, and sociocultural perspective on          motivation. Contemporary Educational Psychology, 61, 1–13.            https://doi.org/10.1016/j.cedpsych.2020.101859
  11. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  12. Eccles, J. S., & Wigfield, A. (2020). Motivation during the school years. In The Oxford Handbook of Human Motivation (pp. 275-294). Oxford University Press.
  13. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, Values, and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motivation (pp. 75-146). San Francisco, CA: W. H. Freeman.
  14. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
  15. Gamage, K. a. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
  16. Gaspard H., Häfner I., Parrisius C., Trautwein U., Nagengast B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary           Educational Psychology, 48, 67–84. https://doi.org/10.1016/j.cedpsych.2016.09.003
  17. Hendy, H. M., Schorschinsky, N., & Wade, B. (2014). Measurement of math beliefs and their associations with math behaviors in college students. Psychological Assessment, 26(4), 1225–1234. https://doi.org/10.1037/a0037688
  18. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
  19. Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
  20. Lin, T., & Zhu, X. (2024). Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1332909
  21. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
  22. Martin, A. J., Collie, R. J., & Nagy, R. P. (2021). Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective. Frontiers in psychology, 12, 702163. https://doi.org/10.3389/fpsyg.2021.702163
  23. McRell, A. S., Wilson, B. L., & Levkoff, S. E. (2021). Writing Skills development for graduate studies and career readiness in science and aging fields: A Case Study approach. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.727064
  24. Niemivirta, M., Tapola, A., Tuominen, H., & Viljaranta, J. (2023). Developmental trajectories of school‐beginners’ ability self‐concept, intrinsic value and performance in mathematics. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12655
  25. O’Neill, G., & Short, A. (2023). Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum. Irish Educational Studies, 1–18. https://doi.org/10.1080/03323315.2023.2221663
  26. Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. http://people.wku.edu/richard.miller/banduratheory.pdf
  27. Pekrun, R. & Perry, R. P. (2014). Control-value theory of achievement emotions. In R.         Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions in education (pp. 120- 141). New York, New York: Taylor & Francis.   https://dx.doi.org/10.4324/9780203148211.ch7
  28. Perez, T., Dai, T., Kaplan, A., Cromley, J. G., Brooks, W. D., White, A. C., Mara, K. R.,        & Balsai, M. J. (2019). Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement. Learning and Individual     Differences, 72 (26-28)  https://doi.org/10.1016/j.lindif.2019.04.001
  29. Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_7
  30. Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). Expectancy-Value Theory and its relevance for student motivation and learning. In Cambridge University Press eBooks (pp. 617–644). https://doi.org/10.1017/9781316823279.026
  31. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
  32. Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. In Guilford Press eBooks. https://doi.org/10.1521/978.14625/28806
  33. Sudirman, A., Lie, D., Sherly, S., & Dharma, E. (2020). The impact of work discipline and work ethic on the teacher performance of Sultan Agung Pematangsiantar private middle school teachers T.A. 2018/2019. International Journal of Business Studies, 3(3), 125–135. https://doi.org/10.32924/ijbs.v3i3.83
  34. Tang, X., & Salmela‐Aro, K. (2021). The prospective role of epistemic curiosity in national standardized test performance. Learning and Individual Differences, 88, 102008. https://doi.org/10.1016/j.lindif.2021.102008
  35. Tang, X., Lee, H. R., Wan, S., Gaspard, H., & Salmela‐Aro, K. (2022). Situating expectancies and subjective task values across grade levels, domains, and countries: a network approach. AERA Open, 8, 233285842211171. https://doi.org/10.1177/23328584221117168.
  36. Van Der Marel, I., Munneke, L., & De Bruijn, E. (2022). Supervising graduation projects in higher professional education – A literature review. Educational Research Review, 37, 100462. https://doi.org/10.1016/j.edurev.2022.100462

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic