Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout

By Angelica Moè, I. Katz. Teaching and Teacher Education : An International Journal of Research and Studies, 2020

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Abstract This study examined whether teacher self-compassion can lead to adoption of autonomy supportive and structuring motivating styles rather than de-motivating controlling and chaotic styles. Teacher psychological need satisfaction and burnout were considered as possible mediators. Self-report questionnaires assessing self-compassion, need satisfaction, burnout and use of (de)motivating teaching styles were completed by 318 teachers. The results showed that the more teachers rated themselves as self-compassionate, the higher their need satisfaction, personal accomplishment and use of autonomy-supportive and structuring motivating styles. The higher the teachers’ tendency to self-derogate, the higher their need frustration, burnout and use of controlling and chaotic motivating styles.

Subfields: Clinical Psychology, Social Psychology

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