Teachers' achievement goal orientations are known to affect teachers' beliefs and behaviour. In contrast, we know relatively little on how school climate is associated with teachers' achievement goals, even though theoretical ideas can be derived from self‐determination theory and empirical research on the impact of goal structures. The few studies that exist on the issue are limited as analyses were only conducted at the individual level and subsequent findings can, thus, not be interpreted as climate effects.

中文翻译：

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激励性学校氛围和教师成就目标取向：分层方法

众所周知，教师的成就目标取向会影响教师的信念和行为。相比之下，我们对学校氛围如何与教师的成就目标相关联的了解相对较少，尽管可以从自我决定理论和对目标结构影响的实证研究中得出理论观点。关于该问题的少数研究是有限的，因为分析仅在个人层面进行，因此，后续发现不能解释为气候影响。