Victoria Dagostino-Kalniz, PhDAFNAN MOHAMMED ABDULLAH ALRSHED2022-06-012022-06-01https://drepo.sdl.edu.sa/handle/20.500.14154/53790Saudi Arabia launched a strategic plan to further develop its overall education plan. The strategic plan contains goals to develop classroom environments that concentrate on inculcating learning skills (e.g., critical thinking and problem solving), fostering students’ self-development, improving students’ confidence, promoting students’ spirit of creativity, and increasing students’ desire to be challenged in the learning context (“Education and Vision 2030,” 2017). The goals are aligned with the principles of Achievement Goal Theory (AGT), a key motivational theory in Educational Psychology. Indeed, motivational theories often guide educational philosophies which seek to increase students’ interaction and engagement in learning. AGT is considered to be an essential factor that influences students’ intrinsic motivation and desire not only to learn but also to continue learning. Teachers are the heart and soul of the education system, and they are the most immediately influential component in students’ learning and development. There is a lack of research evidence regarding Saudi teachers’ Goal Orientation. Thus, the present study's focus was to explore teachers’ Goal Orientation in Saudi Arabia using a descriptive survey design. The sample of the study consisted of 292 teachers. The data iii was analyzed using the Rasch model for dichotomous data. The demographic information of the teachers revealed that 83.83% of teachers had not been exposed to Achievement Goal Theory. The results show that teachers preferred Mastery Orientation (MO) strategies with some students but not all. It seems that teachers did not have a comprehensive grasp of the importance of practicing MO strategies with all students most of the time. The results suggest that teachers' selection of MO strategies could be influenced considerably by certain characteristics of both the situation and the student. Also, the results identified the areas where teachers fail to practice the most important MO strategies on learning with students, which will help determine teachers' developmental needs to establish a mastery-oriented classroom.en