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Autor/inn/en | Haw, Joseph Y.; King, Ronnel B. |
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Titel | Perceived Need-Supportive Leadership, Perceived Need-Supportive Teaching, and Student Engagement: A Self-Determination Perspective |
Quelle | In: Social Psychology of Education: An International Journal, 26 (2023) 5, S.1289-1319 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Haw, Joseph Y.) ORCID (King, Ronnel B.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1381-2890 |
DOI | 10.1007/s11218-023-09790-2 |
Schlagwörter | Self Determination; Student Needs; Student Motivation; Personal Autonomy; Learner Engagement; High School Teachers; High School Students; Teaching Methods; Predictor Variables; Leadership Styles; Foreign Countries; Philippines |
Abstract | Self-determination theory emphasizes the crucial role of need-supportive teaching in facilitating student motivation and engagement. However, much of the research on need-supportive teaching focuses on its effects on students. An equally important but less explored topic is what facilitates teachers' need-supportive teaching. This two-part cross-sectional study examined the associations between perceived need-supportive leadership, teacher autonomous motivation, and need-supportive teaching (Study 1) and the association between perceived need-supportive teaching, student autonomous motivation, and student engagement (Study 2). The participants were 581 teachers and 2283 students from 14 high schools in the Philippines. Study 1 findings indicated that perceived need-supportive leadership had a positive indirect association with need-supportive teaching via autonomous motivation. Study 2 results suggested that perceived need-supportive teaching positively and significantly predicted student engagement partially via students' autonomous motivation. The positive associations found across the two studies demonstrate the importance of perceived need-supportive leadership for teachers and perceived need-supportive teaching for students. Implications for school leaders and teachers regarding need supportive practices are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |