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Autor/inn/en | Vermote, Branko; Vansteenkiste, Maarten; Aelterman, Nathalie; van der Kaap-Deeder, Jolene; Beyers, Wim |
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Titel | Teachers' Psychological Needs Link Social Pressure with Personal Adjustment and Motivating Teaching Style |
Quelle | In: Journal of Experimental Education, 91 (2023) 4, S.696-717 (22 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Vermote, Branko) ORCID (Vansteenkiste, Maarten) ORCID (Aelterman, Nathalie) ORCID (van der Kaap-Deeder, Jolene) ORCID (Beyers, Wim) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
DOI | 10.1080/00220973.2022.2039584 |
Schlagwörter | Teacher Attitudes; Psychological Needs; Secondary School Teachers; Self Determination; Correlation; Teaching Styles; Teacher Student Relationship; Teacher Administrator Relationship; Work Attitudes; Teacher Burnout; Educational Environment; Adjustment (to Environment); Teaching Methods; Job Satisfaction; Foreign Countries; Measures (Individuals); Work Environment; Belgium; Maslach Burnout Inventory Lehrerverhalten; Selbstbestimmung; Korrelation; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Work attitude; Arbeitshaltung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Ausland; Messdaten; Arbeitsmilieu; Belgien |
Abstract | Grounded in self-determination theory, this study examined the explanatory role of teachers' need-based experiences in the association between teachers' perceived social pressure (i.e., from the principal, colleagues, and students) and their personal adjustment and motivating teaching style. In total, 482 secondary school teachers (M age = 39.9 years) participated in this questionnaire-based study. Teacher need satisfaction was primarily related to adaptive work adjustment (i.e., job satisfaction) and a motivating teaching style (i.e., provided autonomy support and structure), while need frustration was primarily related to maladjustment (i.e., emotional exhaustion) and a demotivating teaching style (i.e., provided control and chaos). Need-based experiences played either a partial or fully mediating role in the relation between different sources of social pressure and all but one outcome (i.e., chaos). Pressure from students yielded the strongest relation to teacher outcomes, suggesting that the need for targeting this source in intervention research and daily school life. Overall, the present findings highlight the unifying role of need-based experiences as a critical mechanism underlying the relation between different sources of pressure and both teachers' personal adjustment and their motivating teaching style. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |