Previous studies have indicated that goal achievement orientation is a motivational variable that affects practical training outcomes at kindergartens and microteaching. This study examined correlations between goal achievement orientation and psychological adaptation to the job of a preschool teacher by examining the effects of goal achievement orientation from different perspectives. The psychological adaptation indices indicated each participant’s sense of aptitude for working as a preschool teacher, their efficacy as a preschool teacher, the degree of intention to become a preschool teacher, the intention to continue as a preschool teacher, and their orientation to an ideal image of a preschool teacher. A questionnaire was administered to pre-school teacher training students (N＝258; 132 first-year students and 126 second-year students). The results indicated that mastery goals, relational goals, and performance-related goals had positive effects on psychological adaptation to preschool teachers’ jobs, whereas performance-avoidance goals had a negative effect on psychological adaptation. These results suggested that mastery goals relevant to intrinsic motivation, and relational goals relevant to altruistic motivation are important goals that encourage students to become preschool teachers, and facilitate their career development.

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