Teacher Satisfaction and Wellbeing

The Theory

Basic SDT research topics

Vedder-Weiss, D., Roth, G.Mishaeli, Y. (2024) Supporting teacher reflection and motivation through psychological needs satisfaction in collaborative reflection-based PD. The Journal of Experimental Education, Advance online publication

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Siacor, K. H.Ng, B., Liu, W. C. (2024) Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective. International Journal of Instruction, 17(2) ,583-598

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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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Cheon, S. H., Reeve, J., Vansteenkiste, M. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. , Teaching and Teacher Education , 90 (pp. 103004) doi: 10.1016/j.tate.2019.103004

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Slemp, G.Field, J. G.Cho, A. S. H. (2020) A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121 ,103459

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Abós, Á., Haerens, L.Sevil, J.Aelterman, N. (2018) Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education, 74 ,21-34

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Fernet, C., Chanal, J., Guay, F. (2017) What fuels the fire: job- or task- specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31:2 ,145-163

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Aelterman, N., Vansteenkiste, M.Van Keer, H., Haerens, L. (2016) Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23 ,64-72

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Collie, R. J.Shapka, J. D.Perry, N. E.Martin, A. J. (2016) Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6) ,788–799

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