Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Sung Hyeon Cheon; Johnmarshall Reeve; Youngsun Lee; Jae won Lee

doi:10.1016/j.tate.2017.09.022

Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, Jae won Lee

Department of Special Education

Research output: Contribution to journal › Article › peer-review

100 Scopus citations

Abstract

Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate or not in a year-long autonomy-supportive intervention program (ASIP), and we longitudinally assessed autonomy support and three hypothesized mediating resources—gains in need satisfaction during teaching, gains in teaching efficacy, and a greater adoption of intrinsic instructional goals. The ASIP did increase teachers’ autonomy support, as expected, and the two resources that explained this professional developmental achievement were intervention-enabled gains in teaching efficacy and intrinsic instructional goals.

Original language	English
Pages (from-to)	43-51
Number of pages	9
Journal	Teaching and Teacher Education
Volume	69
DOIs	https://doi.org/10.1016/j.tate.2017.09.022
State	Published - 1 Jan 2018

Bibliographical note

Funding Information:
This research was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea ( NRF-2015S1A5B6036594 ), and this research was supported by K orea University Future Research Grant : 2016.09.01–2017.07.31 .

Publisher Copyright:
© 2017 Elsevier Ltd

Keywords

ASIP
Autonomy support
Intervention
Intrinsic goals
Self-determination theory
Teaching efficacy

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10.1016/j.tate.2017.09.022

Cite this

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abstract = "Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate or not in a year-long autonomy-supportive intervention program (ASIP), and we longitudinally assessed autonomy support and three hypothesized mediating resources—gains in need satisfaction during teaching, gains in teaching efficacy, and a greater adoption of intrinsic instructional goals. The ASIP did increase teachers{\textquoteright} autonomy support, as expected, and the two resources that explained this professional developmental achievement were intervention-enabled gains in teaching efficacy and intrinsic instructional goals.",

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N1 - Funding Information: This research was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea ( NRF-2015S1A5B6036594 ), and this research was supported by K orea University Future Research Grant : 2016.09.01–2017.07.31 . Publisher Copyright: © 2017 Elsevier Ltd

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ER -

Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Abstract

Bibliographical note

Keywords

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