Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout

Lynn Van den Berghe; Bart Soenens; Nathalie Aelterman; Greet Cardon; Isabel B. Tallir; Leen Haerens

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Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout

机译：个人对教师教学动机的概况：在工作中需要满足感，需要支持性教学和倦怠的协会

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Objectives: According to self-determination theory, teachers can engage in their job for a variety of reasons. Motivation can be controlled (feeling externally or internally pressured) or autonomous in nature (enjoying teaching or valuing its importance). The aim of this study was to identify motivational profiles (i.e., within-teacher combinations of autonomous and controlled motivation) and to examine associations between these motivational profiles and the following variables: experiences of need satisfaction, dimensions of teaching style, and burnout. Design: This study has a cross-sectional design based on teacher reports. Methods: A total of 201 PE teachers signed in for an online questionnaire on motivation to teach, need satisfaction at work, need-supportive teaching and burnout. Results: Four hypothesized motivational profiles were retained: a poor quality, a low quantity, a high quantity, and a good quality group. The good quality group displayed the most optimal pattern of antecedents and outcomes, closely followed by the high quantity group. The poor quality group displayed the most maladaptive pattern of associations with antecedents and outcomes, even in comparison to the low quantity group. Conclusions: Endorsing a specific motivational profile has implications for teachers' need satisfaction and burnout, but also for students, because the quality of teachers' motivation also shows in provided need support toward the students. This finding might convince school policy members and other stakeholders to value the importance of nurturing teachers' autonomous motivation.

机译：目标：根据自决理论，教师可以出于多种原因从事工作。动机可以被控制（受到外部或内部压力）或本质上是自主的（享受教学或重视其重要性）。这项研究的目的是确定动机配置文件（即教师内部自主和受控动机的组合），并检查这些动机配置文件与以下变量之间的关联：需求满足的经验，教学风格的维度和倦怠。设计：本研究具有基于教师报告的横断面设计。方法：共有201名体育教师签署了一份关于教学动机，工作中需要满足感，需要支持性教学和倦怠的在线问卷。结果：保留了四个假设的动机特征：低质量，低数量，高数量和高素质的群体。高质量组显示了最佳的前因和结果模式，紧随其后的是高数量组。即使与数量较少的组相比，质量较差的组也显示出与前因和结果相关的最不适应的模式。结论：认可特定的动机特征不仅对教师的需求满意度和职业倦怠有影响，而且对学生也有影响，因为教师动机的质量还体现在为学生提供所需的支持上。这一发现可能会说服学校政策成员和其他利益相关者重视培养教师自主动机的重要性。

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《Psychology of sport and exercise》 |2014年第4期|共11页
作者
Lynn Van den Berghe; Bart Soenens; Nathalie Aelterman; Greet Cardon; Isabel B. Tallir; Leen Haerens;
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正文语种 eng
中图分类运动心理学;
关键词
Self-determination; Motivational profile; Need satisfaction; Need support; Burnout; Teachers;

机译：自我决定;动机概况;需要满意度;需要支持;职业倦怠;教师;

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1. Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout [J] . Lynn Van den Berghe, Bart Soenens, Nathalie Aelterman, Psychology of sport and exercise . 2014,第4期

机译：个人对教师教学动机的概况：在工作中需要满足感，需要支持性教学和倦怠的协会
2. Job Satisfaction and Burnout in Teachers: The Importance of Perceived Support from Principal and Work Motivation [J] . Ana Sli?kovi?, Irena Buri?, Ivana Kne?evi? Drustvena Istrazivanja . 2016,第3期

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Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout

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