Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training |
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| Institution: | 1. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium;2. Department of Educational Studies, Ghent University, Belgium;3. Department of Movement and Sports Sciences, Ghent University, Belgium;1. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium;2. Department of Movement and Sports Sciences, Ghent University, Belgium;1. Faculty of Exercise and Sports Sciences, University of Tartu, 5 Jakobi Street, 51014 Tartu, Estonia;2. Health Psychology and Behavioural Medicine Research Group, School of Psychology and Speech Pathology, Faculty of Health Sciences, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia;1. Department of Movement and Sports Sciences, Ghent University, Belgium;2. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium;1. Psychological Sciences Research Institute (IPSY), Université Catholique de Louvain (UCL), Aspirant of The National Fund for Scientific Research (F.R.S.-FNRS) of Fédération Wallonie-Bruxelles, Belgium;2. Psychological Sciences Research Institute (IPSY), Université Catholique de Louvain (UCL), Belgium;1. Ghent University, Faculty of Medicine and Health Sciences, Department of Movement and Sports Sciences, Watersportlaan 2, B-9000 Gent, Belgium;2. Ghent University, Faculty of Psychology and Educational Sciences, Department of Developmental, Personality and Social Psychology, Henri Dunantlaan 2, B-9000 Gent, Belgium |
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| Abstract: | ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change. |
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| Keywords: | Self-determination theory Continuous professional development Psychological need satisfaction Teacher beliefs Motivating teaching strategies |
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