The Relationship between Job Demands, Job Resources and Teachers' Professional Learning: Is It Explained by Self-Determination Theory?

Autor/inn/en	Jansen in de Wal, Joost; van den Beemt, Antoine; Martens, Rob L.; den Brok, Perry J.
Titel	The Relationship between Job Demands, Job Resources and Teachers' Professional Learning: Is It Explained by Self-Determination Theory?
Quelle	In: Studies in Continuing Education, 42 (2020) 1, S.17-39 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jansen in de Wal, Joost) ORCID (van den Beemt, Antoine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2018.1520697
Schlagwörter	Teaching Conditions; Professional Development; Self Determination; Stress Variables; Professional Autonomy; Transformational Leadership; Teacher Attitudes; Foreign Countries; Secondary School Teachers; Need Gratification; Job Satisfaction; Teacher Motivation; Labor Demands; Netherlands + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Selbstbestimmung; Berufsfreiheit; Lehrerverhalten; Ausland; Bedürfnisbefriedigung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitskampf; Tarifkonflikt; Niederlande
Abstract	Although teachers' commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers' learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job resources (i.e. task autonomy, transformational leadership, and collegial support) on teachers' learning commitment (i.e. learning frequency and engagement) can be explained by basic psychological need satisfaction and autonomous motivation, as posited by self-determination theory. At two occasions, approximately one year apart, data was collected in a sample of 678 (T1) and 536 (T2) Dutch secondary school teachers. Structural equation models showed the consecutive positive longitudinal relationships between teachers' experience of job resources, basic psychological need satisfaction, autonomous motivation, and commitment to professional learning. Job demands were not related to basic need satisfaction over and above the effects of job resources. Implications for how self-determination theory and the job demands resources model can mutually inform each other are discussed. In addition, implications for stimulating teachers' professional learning in practice are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01