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.
Bibliographical noteFunding 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 .
© 2017 Elsevier Ltd
- Autonomy support
- Intrinsic goals
- Self-determination theory
- Teaching efficacy