Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.11861/10291
Title: | Perceived relatedness-support matters most for teacher well-being: A self-determination theory perspective |
Authors: | Haw, Joseph Y. Dr. NALIPAY Ma. Jenina N. King, Ronnel B. |
Issue Date: | 2023 |
Source: | Teachers and Teaching, 2023. |
Journal: | Teachers and Teaching |
Abstract: | This study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined whether need-supportive leadership practices (i.e. support for autonomy, competence, and relatedness) were associated with well-being and ill-being via autonomous motivation. Results revealed that relatedness-support was positively associated with well-being and negatively associated with ill-being. However, autonomy and competence-support were not significant predictors. Next, we identified the existence of different subgroups of teachers based on their perceived need-supportive leadership using a person-centred approach. Results indicated four distinct subgroups: dissatisfied, ambivalent, average, and thriving teachers. Dissatisfied teachers have very low perceived need-support and scored particularly low in competence- and relatedness-support. Ambivalent teachers reported especially low relatedness-support. Average teachers reported average levels of need-support with scores close to the group average. Lastly, thriving teachers indicated the highest levels of perceived need-support. Each subgroup showed distinct motivation and well-being profiles. Overall, the variable and person-centred approaches provided converging evidence showing the importance of perceived need-supportive leadership for teachers’ motivation and well-being. Theoretical and practical implications were discussed. |
Type: | Peer Reviewed Journal Article |
URI: | http://hdl.handle.net/20.500.11861/10291 |
ISSN: | 1354-0602 |
DOI: | https://doi.org/10.1080/13540602.2023.2263736 |
Appears in Collections: | Counselling and Psychology - Publication |
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