This study aimed to develop and validate a 2 × 2 Standpoints and Standards measure of EFL (English as a foreign language) teachers’ achievement goals. To this end, 441 teachers were first involved in scale development and validation phase. In the second phase, responses by 194 teachers were used to examine the predictive utility of achievement goals with respect to some correlates such as type of feedback information and emotional exhaustion. Phase 1 results supported validity and reliability of the scale for measuring EFL teachers’ achievement goals. In phase 2, structural equation modeling showed positive patterns for original mastery approach goals, though these goals positively predicted self-validation information. Original mastery avoidance goals also positively associated with emotional exhaustion. Moreover, the results showed negative patterns for original performance goals. Implications and suggestions for future research are discussed.

这项研究旨在制定和验证EFL（英语作为外语）教师的成就目标的2×2观点和标准衡量标准。为此，首先有441名教师参与了规模发展和验证阶段。在第二阶段中，使用194名教师的回答来检查成就目标在某些相关方面的预测效用，例如反馈信息的类型和情绪疲惫。第一阶段的结果支持了衡量EFL教师成就目标的量表的有效性和可靠性。在第2阶段中，结构方程模型显示了原始掌握方法目标的积极模式，尽管这些目标可以肯定地预测自我验证信息。原始的掌握回避目标也与情绪疲惫有正相关。此外，结果显示了原始绩效目标的负面模式。讨论了对未来研究的启示和建议。