According to the self-determination theory, autonomy is considered a fundamental psychological need of individuals, which results in significant work-related consequences. Job demands, job resources, and personal resources have been found to correspond with teachers’ perception of autonomy support, yielding greater autonomy satisfaction. Greater autonomy support and autonomy satisfaction further yield high levels of well-being, work performance, and motivation in teachers. In the present study, we aim to use meta-analysis technique to synthesize existing research concerning the relationships between perceived resources, perceived autonomy support in the environment, autonomy satisfaction, and teacher outcomes (well-being, work performance, and motivation). The investigation included 80 studies, involving 191,945 teachers, and the results suggested that low job demands, high job resources, and high personal resources yield greater perceived autonomy support in teachers, which further lead to teachers’ autonomy need satisfaction. Furthermore, greater autonomy support and autonomy satisfaction both lead to high levels of well-being, work performance, and motivation. Results from the present review indicate the importance of teachers’ autonomy satisfaction for both their occupational well-being and job performance. The results also highlight the importance of personal and environmental resources, while reducing job demands, for teachers to develop autonomy satisfaction.

Authors:
Ying Winnie Chen, The Education University of Hong Kong, China
Hui Wang, The Education University of Hong Kong, China

About the Presenter(s)
Winnie's research interest focuses on teachers’ emotional labour and how to empower their occupational well-being based on self-determination theory.

See this presentation on the full schedule – Wednesday Schedule

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