Liu Woon Chia, Kong Leng Chee, Wang Chee Keng John, Kee Ying Hwa, Ng Betsy, Lam Karen, Reeve Johnmarshall
National Institute of Education, Nanyang Technological University, Singapore, Singapore.
Curriculum Policy Office, Ministry of Education, Singapore, Singapore.
Front Psychol. 2023 Jul 20;14:1127090. doi: 10.3389/fpsyg.2023.1127090. eCollection 2023.
All teachers aspire to create the most motivating classroom climate for their students. This is because students who are motivated demonstrate superior learning outcomes relative to students who are not motivated. According to the Self-Determination Theory (SDT), when teachers establish an autonomy-supportive climate in their classrooms, their students can benefit in numerous developmentally and educationally important ways. Whilst most teachers have an understanding that autonomy-supportive teaching can benefit their students, many of them are unwilling or unable to carry out autonomy-supportive strategies. This can be explained by the implicit and explicit forces (e.g., teaching philosophies and beliefs, personal experiences) imposed on them by their internal (namely, intrapsychic) and external (namely, social) environments. This paper focuses on the personal factors that influence teachers' adoption and employment of autonomy-supportive instructional behaviours.
Following a 10-week intervention program on implementing six autonomy-supportive instructional behaviours, we interviewed 59 teachers from 17 secondary schools in Singapore on their adoption and employment of the teaching strategies. Their number of years of teaching experience ranged from 1 to 31 years with a mean of 10.8 years of teaching experience, and 62.71% of them were female.
From the interviews, we identified several teacher-related personal factors which we labelled "teaching philosophies and beliefs," "personal experiences," "motivation to teach," "personality," "teachers' mental and emotional states" and "teaching efficacy." Through identifying the personal factors, we hope to raise awareness amongst the teachers on the inner forces that can foster or frustrate their own expression of autonomy-supportive instructional behaviours. Given the many plausible benefits that can be derived from autonomy-supportive teaching, we hope that the information gained from this qualitative study can path the way for greater willingness and effort in implementing autonomy-supportive teaching in the classrooms.
所有教师都渴望为学生营造最具激励性的课堂氛围。这是因为相比缺乏学习动力的学生，有学习动力的学生学习成绩更优。根据自我决定理论（SDT），当教师在课堂上营造一种支持自主性的氛围时，他们的学生会在许多对发展和教育具有重要意义的方面受益。虽然大多数教师明白支持自主性的教学对学生有益，但他们中的许多人不愿意或无法实施支持自主性的策略。这可以通过他们的内部（即心理内部）和外部（即社会）环境施加给他们的隐性和显性力量（例如教学理念和信念、个人经历）来解释。本文重点关注影响教师采用和运用支持自主性教学行为的个人因素。
在实施了为期10周的关于六种支持自主性教学行为的干预计划后，我们采访了新加坡17所中学的59名教师，了解他们对这些教学策略的采用和运用情况。他们的教学经验年限从1年到31年不等，平均教学经验为10.8年，其中62.71%为女性。
通过访谈，我们确定了几个与教师相关的个人因素，我们将其标记为“教学理念和信念”“个人经历”“教学动机”“个性”“教师的心理和情绪状态”以及“教学效能感”。通过确定这些个人因素，我们希望提高教师对那些能够促进或阻碍他们自身表现出支持自主性教学行为的内在力量的认识。鉴于支持自主性教学能带来诸多明显的益处，我们希望从这项定性研究中获得的信息能够为在课堂上更愿意并更努力地实施支持自主性教学开辟道路。
