Articlehybrid2016

Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start?

Claude Fernet · Sarah‐Geneviève Trépanier · Stéphanie Austin · Julie Levesque-Côté

126 citations0/0 files storedTeaching and Teacher Education

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Teacher Professional Development and Motivation Job Satisfaction and Organizational Behavior School Leadership and Teacher Performance

Abstract

This study aimed to deepen the understanding of the role of work motivation in teachers at career start. Participants were 589 beginning French-Canadian teachers working in public elementary and high schools. In addition to situating the forms of motivation (autonomous versus controlled) that drive teachers in the three first years of their career, the results provide support for a model explaining the motivational pathways by which school environment factors (work overload, control, recognition, and sense of community) relate to teachers’ psychological health (emotional exhaustion), attitude toward the job (occupational commitment), and behaviors in the classroom (climate that fosters student attentiveness).

Citations in this library

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References

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Cited by

2020The professional development needs of beginning and experienced teachers in four municipalities in Sweden 2018The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?2019On the temporal stability of self-determined work motivation profiles: a latent transition analysis 2020A test of work motivation profile similarity across four distinct samples of employees 2020Self-determination trajectories at work: A growth mixture analysis

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