Teachers' Psychological Needs Link Social Pressure with Personal Adjustment and Motivating Teaching Style

Autor/inn/en	Vermote, Branko; Vansteenkiste, Maarten; Aelterman, Nathalie; van der Kaap-Deeder, Jolene; Beyers, Wim
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 PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01