University instructors' achievement goals and their relationship with performance and on-the-job learning

University instructors’ motivation, which can be described by their achievement goals, is considered important for both teaching quality (performance) and professional development (learning). However, not much is known about the relationship between achievement goals and university instructors’ performance and learning. For this study, 231 German-speaking university instructors were surveyed. Structural equation modelling revealed that learning goals and performance approach goals were positively related to teaching quality and professional development, while performance avoidance goals were negatively related to these same areas. In future studies, reciprocal effects between achievement goals and performance and learning of university instructors should be investigated.