Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
Dados Bibliográficos
| ID | 3334599 |
|---|---|
| Autores | Haya Kaplan (0000-0001-5376-6892, Kaye Academic College of Education, autor correspondente) |
| Ano | 2021 |
| Volume | 11 |
| Fascículo | 2 |
| Data de publicação | 2021-04-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | SAGE Open (JOURNAL) |
| Identificadores do periódico | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211015680 |
| OpenAlex | W3163849898 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 49 |
Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers' psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal functioning in workshops, schools, and in teaching. Questionnaires were administered to 261 Bedouin Arab and Jewish beginning teachers. Based on structural equation modeling analysis, results indicated that support in teachers' needs by workshop facilitators predicted a sense of competence and autonomous motivation in the workshops, which in turn predicted autonomous motivation in teaching. Autonomous motivation in teaching was also predicted by the teacher-mentors' support and in turn predicted teachers' sense of competence, investment in the school, and sense of self-actualization. The findings have implications regarding the conditions needed to improve the functioning of beginning teachers of various cultural groups and highlight the importance of an environment that supports teachers' needs during their induction
Autonomy · Mathematics education · Pedagogy · Professional development · School teachers · Self-determination theory · Structural equation modeling · Teacher induction · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation
The role of private and institutional support to favor work-family integration in pre-service and in-service teachers
Motivational processes involved in simulation-based learning in teacher education
From vulnerability to agency
Cultivating Resilience and Success
I left my shyness behind”
Constructivist and Transmissive Mentoring
Work Motivation in the Public Service
Self-Determination Theory
The Impact of Induction and Mentoring Programs for Beginning Teachers
On psychological growth and vulnerability
Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?
Autonomous motivation for teaching
Teachers' relatedness with students
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
The Darker and Brighter Sides of Human Existence
Psychologically controlling teaching
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
Relations of Autonomy, Self-Referenced Beliefs, and Self-Regulated Learning among Japanese Children
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Committed, inspiring, and healthy teachers
Teacher education, graduates’ teaching commitment and entrance into the teaching profession
How different mentoring approaches affect beginning teachers' development in the first years of practice
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents
The relative centrality of life domains among Jews and Arabs in Israel
The "What" and "Why" of Goal Pursuits
Choice is good, but relevance is excellent
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 1,75 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |