Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach

By Á. Abós, L. Haerens, Javier Sevil, Nathalie Aelterman, L. García-González. Teaching and Teacher Education : An International Journal of Research and Studies, 2018

98 citations recorded by the source corpus.

Abstract The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Teachers who were high on controlled motivation were engaged in their jobs, yet they had a greater risk of burnout and of establishing an ego climate. Implications for educational policy and practice are discussed.

Subfields: Education, Information Systems, Social Psychology

View Paper: https://www.semanticscholar.org/paper/eb9877ca0ebfaf2430f741b3841d6e0446af6bf2

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In Education

In Information Systems

Ming Ming Chiu

In Social Psychology

Citations in the corpus

Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, methodology): “They are also generally perceived by students as supporting relatedness (Abós et al., 2018; Taylor & Ntoumanis, 2007) and providing structure (Taylor & Ntoumanis, 2007).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “…of amotivation are thus far-reaching, presumably because amotivated teachers do not only lack energy to invest in their teaching (e.g., burnout, Abós et al. 2018) but also do not feel sufficiently skilled to optimally motivate students, which may put these teachers more at risk for adopting a…”