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, Danya M.; Ekmekci, Adem; and Parr, Richard
(2018)
"The Effects of the School-Work Environment on Mathematics Teachers’ Motivation for Teaching: A Self-Determination Theoretical Perspective,"
Australian Journal of Teacher Education: Vol. 43
:
Iss.
6
, Article 4.
DOI: https://doi.org/10.14221/ajte.2018v43n6.4
Available at:
https://ro.ecu.edu.au/ajte/vol43/iss6/4
Included in
Educational Leadership Commons, Educational Psychology Commons, Science and Mathematics Education Commons