Research has shown that the autonomy supportive motivating style benefits students, yet the controlling motivating style, which has detrimental effects on students, remains prevalent in K-12 classrooms. Few studies have explored determinants of teachers’ motivating styles. Furthermore, research on the basic psychological needs satisfaction of teachers and teacher demographic factors as determinants of teachers’ motivating styles is scarce. A better understanding of which psychological needs variables might predict teachers’ motivating styles for particular demographic groups of teachers might allow school leaders to better meet the needs of teachers in order to ultimately enhance the self-determination of K-12 students. A Pearson correlation coefficient revealed a positive, strong correlation that was statistically significant between years of teaching experience and teachers self-reported motivating styles. A linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 32.4% of the variance in motivating styles scores for teachers with 1–5 years of experience. Additionally, a linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 20.6% of the variance in motivating styles scores for teachers with 1–10 years of experience. Finally, a linear regression analysis revealed that satisfaction of the basic psychological need for competence explained 20.7% of the variance in motivating styles scores for teachers with at least 11 years of experience.
|Commitee:||Gentry, James, Leach, Lesley|
|School:||Tarleton State University|
|Department:||Educational Leadership & Policy Studies|
|School Location:||United States -- Texas|
|Source:||DAI-A 79/05(E), Dissertation Abstracts International|
|Subjects:||Education, Educational psychology, Psychology|
|Keywords:||Autonomy support, Basic psychological needs, Self-determination, Teachers' motivating styles|
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