Teachers’ work motivation: Examining perceived leadership practices and salient outcomes

Abstract

This study examined work motivation among 502 Australian teachers. Perceptions of autonomy-supportive and autonomy-thwarting leadership practices were examined as predictors of work motivation and, in turn, four outcomes (extra-role behavior, turnover intentions, positive affect, negative affect). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation, amotivation) were examined. Autonomy-supportive leadership was positively associated with global self-determined motivation and amotivation, whereas autonomy-thwarting leadership was positively associated with external regulation and amotivation. In turn, global self-determined motivation predicted all outcomes as expected. Two specific factors also predicted outcomes. Findings identify factors relevant for supporting positive teacher outcomes.

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