| Abstract [eng] |
The purpose of this study was to determine the links between (de)motivating teaching style (autonomy support, structure, control, chaos), psychological factors – teachers’ basic psychological need satisfaction and frustration and contextual (environmental) factors – school goal structure, value consonance, while taking into account various socio-demographic characteristics (teachers’ gender, school subject, grade, class size, teaching experience). 114 (105 women and 9 men) 5 – 12 grade teachers from 37 different areas in Lithuania were tested in this study. (De)motivating teaching styles were evaluated using Situations in School questionnaire (Aelterman et al., 2018) in which 15 different teaching situations that commonly occur in the classroom were listed. For each situation, 4 different ways (representing different teaching styles) a teacher can react are presented. The results showed that teachers’ autonomy support could be predicted by teachers’ basic psychological need satisfaction and perceived mastery goal structure. Teachers’ structure was predicted by mastery goal structure, teachers’ basic psychological need satisfaction and frustration and teaching experience. Teachers’ control could be predicted by performance goal structure, teachers’ basic psychological need frustration, class size, school subject and teachers’ gender. Teachers’ chaos was predicted by mastery goal structure and teachers’ basic psychological need frustration. |
