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

被引：79

作者：

Abos, Angel ^{[1
]}

Haerens, Leen ^{[2
]}

Sevil Serrano, Javier ^{[1
]}

Aelterman, Nathalie ^{[3
]}

Garcia-Gonzalez, Luis ^{[1
]}

机构：

[1] Univ Zaragoza, Fac Hlth & Sport Sci, Dept Didact Mus Plast & Corporal Express, Plaza Univ 3, Huesca 22001, Spain

[2] Univ Ghent, Dept Movement & Sports Sci, Fac Med & Hlth Sci, Watersportlaan 2, B-9000 Ghent, Belgium

[3] Univ Ghent, Fac Psychol & Educ Sci, Dept Dev Personal & Social Psychol, Watersportlaan 2, B-9000 Ghent, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 74卷

关键词：

Teacher motivation; Need satisfaction; Teaching style; Engagement; Burnout; SELF-DETERMINATION THEORY; PHYSICAL-EDUCATION; AUTONOMY SUPPORT; NEED SATISFACTION; JOB-SATISFACTION; WORK ENGAGEMENT; STUDENTS; BURNOUT; PROFILES; INTERVENTION;

D O I：

10.1016/j.tate.2018.04.010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：21 / 34

页数：14

共 78 条

[1] Validation Evidence of the Motivation for Teaching Scale in Secondary Education [J].