Studies drawing on Butler’s (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initial motivations to teach, school contexts, professional engagement and instructional practices. Latent profile analyses distinguished four goal combinations per sample. In both, mastery and relational goals covaried as ‘task’ goals. Profiles with stronger ability than task goals were maladaptive for teachers and teaching, and in the Australian sample linked with poor initial ‘fallback’ career motivation. Profiles with stronger task than ability goals were most adaptive, and linked to more positive school climate. Implications are outlined for theory and practice.

借鉴巴特勒 (2012) 教学目标导向框架的研究表明，掌握和相关目标对能力方法是有益的、能力回避的适应不良和不一致的影响。我们采用以人为本的方法来辨别教师追求不同目标组合的程度。在职业中期的中小学教师的两项研究中（Ns = 476 名澳大利亚人，507 名以色列人）我们通过自我报告调查评估：教师的成就目标、最初的教学动机、学校环境、专业参与和教学实践。潜在剖面分析区分了每个样本的四个目标组合。在这两种情况下，掌握目标和关系目标共同变化为“任务”目标。能力强于任务目标的档案不适合教师和教学，并且在澳大利亚样本中与最初的“后备”职业动机不佳有关。任务比能力目标更强的档案适应性最强，并且与更积极的学校氛围有关。概述了理论和实践的含义。