Zhang Danhui, He Jingwen, Fu Dingmeng
Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China.
Faculty of Education, Beijing Normal University, Beijing, China.
Front Psychol. 2021 Nov 25;12:721450. doi: 10.3389/fpsyg.2021.721450. eCollection 2021.
Drawing on Self-Determination Theory, the current study analysed the relationship between teachers' perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master's degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.
基于自我决定理论，本研究分析了教师感知到的自主支持与工作投入之间的关系，同时也探讨了基本心理需求满足和内在动机的中介作用。该研究调查了北京的520名小学教师，我们发现以下几点：（1）不同群体的教师报告的自主支持感各不相同，即教学经验较少的教师以及拥有硕士学位的教师在教师自主性认知方面得分较高；（2）教师自主性不仅可以通过基本心理需求的满足，还可以通过基本心理需求满足和内在动机的链式反应来影响工作投入。获得更多自主支持的教师将有更高的基本心理需求满足感和更强的教学动机，这将进一步提高他们的工作投入。
