Perceiving goals as Invariable: The mediating role of job autonomy, self-efficacy on Norwegian teachers' and principals’ intrinsic motivation, burnout, and turnover intention

Accountability-based education systems have increasingly emphasized performance monitoring through key performance indicators (KPIs), especially after the so-called “PISA shock” in 2001. While such indicators aim to raise standards, they may also lead educators to perceive goals as rigid and non-negotiable—referred to as Perceiving Goals as . (PGI). Despite growing concern, empirical research on the motivational and psychological consequences of PGI in education remains limited. This study investigates whether PGI is associated with burnout, turnover intention, and intrinsic motivation, and whether these associations are mediated by autonomy satisfaction, autonomy frustration, and self-efficacy. Two large-scale cross-sectional samples were used: 3178 Norwegian teachers (Study 1) and 461 principals (Study 2, replication). Structural equation modeling (SEM) was employed to test direct and indirect associations between PGI and key motivational outcomes. Both models controlled for demographic and school-level covariates. Mediating pathways through autonomy satisfaction, autonomy frustration, and self-efficacy were tested to examine underlying mechanisms. PGI was positively associated with burnout and turnover intention, and negatively associated with intrinsic motivation in both samples. Mediation analyses showed full indirect effects: PGI predicted lower autonomy satisfaction and self-efficacy, and higher autonomy frustration, which in turn predicted worse motivational outcomes. This study underscores the potential psychological costs of rigid goal perceptions in accountability-driven school systems. PGI appears to undermine educators’ motivation and well-being through its detrimental effects on basic psychological needs and perceived competence. These findings highlight the importance of designing goal structures that promote autonomy and self-efficacy in educational settings. • This is the first study to examine psychological consequences of perceiving goals as invariable (PGI) in education. • 40 % of teachers and 27 % of principals reported experiencing PGI as part of their work. • PGI was associated with higher burnout and turnover intention, and lower intrinsic motivation. • These associations were fully mediated by autonomy satisfaction, autonomy frustration, and self-efficacy. • Findings highlight the potential psychological costs of accountability-based goal structures in schools.