Principals' leadership and teachers' motivation: Self‐determination theory analysis
453 citations recorded by the source corpus.
Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/5a3f49acd760578ecf063a7f8010b4a79ae26b9b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Yaniv Kanat‐Maymon
- Rebecca J. Collie
- Bart Soenens
- L. Haerens
- Nathalie Aelterman
- Stéphanie Austin
- Greet Cardon
- Marylène Gagné
In Organizational Behavior and Human Resource Management
- Claude Fernet
- Stéphanie Austin
- Sarah-Geneviève Trépanier
- Jacques Forest
- Marylène Gagné
- Rebecca J. Collie
- Bart Soenens
- G. Roth
In Social Psychology
- L. Haerens
- Nathalie Aelterman
- Maarten Vansteenkiste
- Rebecca J. Collie
- Claude Fernet
- J. Reeve
- Richard M. Ryan
- Jacques Forest
Citations in the corpus
- Transformational leadership and optimal functioning at work: On the mediating role of employees' perceived job characteristics and motivation (2015, background): “Apart from TFL-focused studies, SDT-based research generally shows positive associations between managers’ autonomy-supportive practices and employee motivation (e.g. Eyal & Roth, 2011).”
- Work motivations as antecedents and outcomes of leadership: Integrating self-determination theory and the full range leadership theory (2020, background): “In the schooling context, Eyal and Roth (2011) found teachers’ perception of the transformational leadership of school principals was associated with their autonomous motivation.”
- Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, background): “In these studies, autonomous motivation related to more optimal outcomes, such as more commitment and engagement in the work setting (Gagné & Deci, 2005), while controlled motivation related to more negative outcomes, such as burnout (Eyal & Roth, 2011; Fernet, Sen, Guay, Marsh, & Dowson, 2008).”
- COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “To summarize the hypotheses established in the literature review, it was expected that autonomy-supportive leadership would be positively associated with workplace buoyancy (Collie, Bostwick, & Martin, 2020), whereas the reverse would be true for autonomy-thwarting leadership (Eyal & Roth, 2011).”