Administrative pressures and teachers' interpersonal behaviour in the classroom

By L. Pelletier, Elizabeth C. Sharp. 2009

134 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f05784fef3b81190fbcc05253d06ad96673dae35

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation (2016, background): “More specifically, when trying to increase their participation, schools need to pay careful attention to the rational provided to parents (Bouchard, Lee, Asgary, & Pelletier, 2007; Grolnick, 2009, 2015) and teachers (Pelletier & Rocchi, 2015; Pelletier & Sharp, 2009) for why they should get involve.”
Teachers become more autonomy supportive after they believe it is easy to do (2016, unknown): “…Smith, 2009), the characteristics of the students they teach (Pelletier, Sequine-Levesque, & Legault, 2002), administrative supports vs. pressures (Pelletier & Sharp, 2009), pre-service and in-service training experiences (Woolfolk & Hoy, 1990), the extent to which their own psychological needs…”
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, background): “2002), their pre-service and in-service training experiences (Su and Reeve 2011; Woolfolk and Hoy 1990), administrative supports versus pressures (Pelletier and Sharp 2009), their own personality disposition (Van den Berghe et al.”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “These could be factors such as teachers’heavyworkloads, feeling pressured (Pelletier, Seguin-Levesque, andLegault 2002; Pelletier and Sharp 2009) and/ or negative perceptions of students’ abilities or motivation (Hornstra et al. 2015).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “Furthermore, as teachers experience more controlling rather than autonomy-supportive work environments, research suggests that they too become controlling in their interactions with students (Pelletier & Sharp, 2009; Roth, Assor, KanatMaymon, & Kaplan, 2007).”
Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory (2021, background): “School faculty will feel externally pressured to meet and exceed specific criteria, potentially encouraging controlling teaching practices, and subsequently stifling the more autonomous forms of motivation of students (Pelletier & Sharp, 2009).”
Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles (2018, background): “…school-based factors such as time constraints, emphases on summative grading, and administrative pressure to adopt prescribed teaching methods (Pelletier & Sharp, 2009; Taylor, Ntoumanis, & Smith, 2009), teachers' perceptions of their students' classroom motivation (i.e., autonomous vs.…”