Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?

Autor/inn/en	Yasué, Maï; Jeno, Lucas M.; Langdon, Jody L.
Titel	Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 2, Artikel 5 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Professional Autonomy; College Faculty; Class Size; Faculty Workload; Publish or Perish Issue; Teaching Conditions; Barriers; Psychological Needs; Teacher Motivation; Teaching Methods; Undergraduate Students; Foreign Countries; Teaching Styles; Tenure; Mentors; Teacher Role; Job Satisfaction; College Administration; School Culture; Teacher Student Relationship; Value Judgment; North America; Australia; Europe + Suchen Sie Ihr Suchwort? Berufsfreiheit; Fakultät; Klassengröße; Lehrbedingungen; Unterrichtsbedingungen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrstil; Unterrichtsstil; Amtszeit; Beschäftigungsdauer; Lehrerrolle; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; College administrators; Hochschulverwaltung; Schulkultur; Schulleben; Teacher student relationships; Lehrer-Schüler-Beziehung; Werturteil; Nordamerika; Australien; Europa
Abstract	We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01