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

, Faculty of Health and Sport Sciences, Spain ; , Faculty of Medicine and Health Sciences, Belgium ; , Faculty of Health and Sport Sciences, Spain ; , Faculty of Psychology and Educational Sciences, Belgium ; , Faculty of Health and Sport Sciences, Spain

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Abós, Á., Haerens, L., Sevil, J., Aelterman, N. & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 21-34. Elsevier Ltd. Retrieved December 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.010

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