Delineating Mastery Goal Complexes in Teacher Professional Learning: A Qualitative Exploration of 'Needing to' versus 'Wanting to'

This study explores the complex dynamics of achievement goal pursuit within the context of teacher professional learning by investigating reasons underlying goals, specifically “wanting to” and “needing to”. Through half-structured interviews, we asked a broad sample of 24 German school teachers about their personal goals for professional learning and inquired how much the respective aims were pursued based on them “wanting to” and “needing to”. Two raters coded the goals using an established category system (κ = .74). Learning approach and task approach goals were most frequently mentioned, learning avoidance and task avoidance goals also occurred. Each of the four mastery goals were pursued because of “wanting to” (as a meaningful end-state in itself, including genuine interests and intrinsic enjoyment) and/or “needing to” (as a requirement or precondition for successful accomplishments and external pressures and obligations) reasons. Findings render ecological support for the existence of (mastery) goal complexes, and suggest “wanting to” and “needing to” as a psychologically meaningful distinction.