Teachers' motivation determines the quality and orientation of their daily educational activities and significantly affects the academic results of children. Recent studies on teachers' motivation have been conducted overseas. Therefore, a scale for assessing achievement goal orientation in Japanese preschools, based on the well-known goal achievement theory of motivation, was developed. Participants were students training to become kindergarten teachers (N＝111, 16 men and 95 women). Factor analysis was conducted on 16 items selected based on previous studies, and "Achievement Goal Orientation Scale for Aspiring Kindergarten Teachers" was developed. The scale comprised 12 items and four sub-scales : mastery goals, performance-approach goals, performance-avoidance goals, and relationship goals. The scale demonstrated sufficient reliability (α＝.67～.84). External validity of the scale was examined using the learning effects of the Micro Teaching (MT) lessons that provide students with practical teaching experience, including simulation of childcare. Moreover, multiple regression analysis assessed four indexes of MT efficacy including meta-cognition of learning states and learning motivation ; teaching skills and understanding of small children ; and understanding practical issues and practical difficulties as independent variables. The four sub-scales of achievement goals were construed as dependent variables. Results indicated that only mastery goals had positive effects on all four MT indexes, which supported our hypothesis. Finally, the study discusses the limitations of this study and future directions.

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