Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory

Autor/in	Kaplan, Haya
Titel	Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
Quelle	In: SAGE Open, 11 (2021) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaplan, Haya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211015680
Schlagwörter	Self Determination; Beginning Teacher Induction; Beginning Teachers; Teacher Workshops; Professional Autonomy; Teacher Motivation; Self Actualization; Mentors; Structural Equation Models; Arabs; Jews; Faculty Mobility; Teacher Persistence; Psychological Needs; Foreign Countries; Interpersonal Relationship; Self Efficacy; Teacher Attitudes; Faculty Development; Israel + Suchen Sie Ihr Suchwort? Selbstbestimmung; Junior teacher; Junglehrer; Berufsfreiheit; Self actualisation; Selbstverwirklichung; Arab; Araber; Jew; Jude; Jüdin; Juden; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten
Abstract	Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers' psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal functioning in workshops, schools, and in teaching. Questionnaires were administered to 261 Bedouin Arab and Jewish beginning teachers. Based on structural equation modeling analysis, results indicated that support in teachers' needs by workshop facilitators predicted a sense of competence and autonomous motivation in the workshops, which in turn predicted autonomous motivation in teaching. Autonomous motivation in teaching was also predicted by the teacher-mentors' support and in turn predicted teachers' sense of competence, investment in the school, and sense of self-actualization. The findings have implications regarding the conditions needed to improve the functioning of beginning teachers of various cultural groups and highlight the importance of an environment that supports teachers' needs during their induction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01