Predicting teachers' instructional behaviors: The interplay between self-efficacy and intrinsic needs.

Autor/inn/en	Holzberger, Doris; Philipp, Anja; Kunter, Mareike
Titel	Predicting teachers' instructional behaviors: The interplay between self-efficacy and intrinsic needs. Gefälligkeitsübersetzung: Die Vorhersage des Unterrichtsverhaltens von Lehrern: Das Zusammenspiel zwischen Selbstwirksamkeit und intrinsischen Bedürfnissen.
Quelle	In: Contemporary educational psychology, 39 (2014) 2, S. 100-111Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.02.001
Schlagwörter	Eigenschaft; Selbstwirksamkeit; Schulumwelt; Lehrer; Lehrer-Schüler-Interaktion; Intrinsische Motivation; Lehrmethode; Klassenführung; Bedürfnisbefriedigung
Abstract	Investigated the roles of self-efficacy and teachers' intrinsic needs in instructional behavior. Data were taken from the Professional Competence of Teachers, Cognitively Activating Instruction and the Development of Students' Mathematical Literacy (COACTIV) study. 155 teachers (aged 28-64 years) completed the German versions of the Teacher Self-Efficacy Scale (WirkLehr) and items from the Basic Need Satisfaction at Work Scale. Student ratings of teachers' instructional behavior were also included in analyses. Latent moderated structural equation analyses were applied to the data. Results showed that teachers with high self-efficacy also perceived their work environment as capable of satisfying their intrinsic needs. Furthermore, self-efficacy and intrinsic needs were both positively related to quality of instructional behaviors. Moreover, teacher-student relationships were rated most highly when self-efficacy and need satisfaction from the work environment were both high. When need satisfaction was not provided by the school environment, high self-efficacy was observed to have a negative effect on the teacher-student relationship. This effect was also observed for classroom management. Practical and theoretical implications of the results are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3