Educational Administration/Leadership

The Theory

Basic SDT research topics

Vermote, B., Vansteenkiste, M., Soenens, B.Beyers, W. (2024) Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. Studies in Higher Education, Advance online publication

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Alfayez, A. A.Noman, M.Alqahtani, A. S.Altuwaijri, A. I. (2024) Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies, 50(4) ,448-466

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Collie, R. J. (2023) Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3) ,712-726

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Collie, R. (2023) Teachers’ work motivation: Examining perceived leadership practices and salient outcomes. Teaching and Teacher Education, 135 ,104348

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Vansteenkiste, M.Aelterman, N., Haerens, L., Soenens, B. (2019) Seeking stability in stormy educational times: A need-based perspective on (de)motivating teaching grounded In self-determination theory. Motivation in Education at a Time of Global Change, 20 ,53-80

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Assor, A.Feinberg, O., Kanat-Maymon, Y., Kaplan, H. (2018) Reducing violence in non-controlling ways: A change program based on self determination theory. , The Journal of Experimental Education , 86(2) (pp. 195-213) doi: 10.1080/00220973.2016.1277336

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Deci, E. L., Ryan, R. M. (2016) In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. (pp. 9-29) Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

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Linnenbrink-Garcia, L., Patall, E. A.Pekrun, R. (2016) Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3(2) ,228-236

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Early, D. M.Berg, J. K.Alicea, S.Si, Y. (2016) The impact of every classroom, every day on high school student achievement: Results from a school-randomized trial. , Journal of Research on Educational Effectiveness , 9(1) (pp. 3-29) doi: http://dx.doi.org/10.1080/19345747.2015.1055638

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Early, D. M.Rogge, R. D., Deci, E. L. (2014) Engagement, alignment, and rigor as vital signs of high-quality instruction: A classroom visit protocol for instructional improvement and research. , High School Journal , 97 (pp. 219-239)

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Trepanier, S, Fernet, C.Austin, S. (2012) Social and motivational antecedents of perceptions of transformational leadership: A self-determination theory perspective. Canadian Journal of Behavioural Science, 44 ,272-277

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Fernet, C. (2011) Development and validation of the Work Role Motivation Scale for School Principals (WRMS-SP). Educational Administration Quarterly, 47 ,307-331

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Eyal, O., Roth, G. (2011) Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49(3) ,256-275

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Pelletier, L. G.Sharp, E. C. (2009) Administrative pressures and teachers’ interpersonal behaviour in the classroom. Theory and Research in Education, 7 ,174-183

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Sierens, E., Soenens, B., Vansteenkiste, M. (2006) Een Conceptuele En Empirische Analyse Van Leerkrachtstijlen Vanuit Theorieën Over Ouderlijke Opvoedingsstijlen En De Zelf-determinatietheorie. [The Authoritative Teaching Style: A Model For The Study Of Teaching Styles].. Pedagogische Studieën, 83 ,419-431

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Kaplan, H., Assor, A. (2004) Needs supporting dialogue among teachers and students: A conceptualization and an implementation program. Hayeoz Hachinchi, 13 ,161-189

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Deci, E. L., Ryan, R. M. (1993) Die Selbstbestimmungstheorie Der Motivation Und Ihre Bedeutung Für Die Pädagogik. Zeitschrift Für Pädagogik, 39 ,223-238

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