Australian Journal of Teacher Education
Abstract
Guided by self-determination theory, this study investigated the extent to which factors of teachers’ school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals’ autonomy support positively predicted teachers’ self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers’ motivation for teaching were moderated by the level of autonomy support provided by the school principal.
Recommended Citation
Corkin, D. M., Ekmekci, A., & Parr, R. (2018). The Effects of the School-Work Environment on Mathematics Teachers’ Motivation for Teaching: A Self-Determination Theoretical Perspective. Australian Journal of Teacher Education, 43(6). https://doi.org/10.14221/ajte.2018v43n6.4
Included in
Educational Leadership Commons, Educational Psychology Commons, Science and Mathematics Education Commons