The support of autonomy and self-determined motivation for teaching satisfaction

Abstract

The purpose of this study was to examine the effects of autonomy support, psychological mediators, and self-determined motivation have on teacher satisfaction. The study was performed on a sample of 172 teachers from primary, secondary and high schools, and vocational training institutions. It measured the autonomy supportive, the basic psychological needs, work motivation and teacher satisfaction. The results supported the factorial structure and showed that the scale had an appropriate validity and reliability to measure teacher satisfaction. The autonomy support of the teacher, the basic psychological needs, and the self-determined motivation predicted the teacher satisfaction. The satisfaction of basic psychological needs turned out to be the best index to reduce burnout, and promote the vitality necessary for the performance of the teaching task. The types of self-determined motivation are negatively related to the depletion of teachers and positively oriented work, while less self-determination was positively associated with the depletion of the professional work, and the use of external pressure to perform the professional task. Psychological mediators contributed to teacher satisfaction.