Special Education Teachers
The Role of Autonomous Motivation in the Relationship between Teachers’ Efficacy for Inclusive Practice and Teaching Styles
Bibliographic Data
| ID | 15478140 |
|---|---|
| Authors | Alessia Passanisi (0000-0001-5140-0256, Università degli Studi di Enna Kore), Caterina Buzzai (0000-0001-8126-6668, Università degli Studi di Enna Kore), Ugo Pace (0000-0003-0168-8153, Università degli Studi di Enna Kore, corresponding author) |
| Year | 2022 |
| Volume | 19 |
| Issue | 17 |
| Pages | 10921-10921 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph191710921 |
| PMID | 36078634 |
| OpenAlex | W4294151587 |
| Language | EN |
| Citations received | 6 |
| References cited | 39 |
Research on special education teachers has increased in recent years. However, few studies have investigated factors related to teachers' preference for a specific style in inclusive education. For this reason, the aim of this cross-sectional study is to investigate the mediating role of autonomous motivation in the relationship between teachers' efficacy for inclusive practice (TEIP) and teaching styles (structuring, autonomous, controlling, chaotic). Four hundred and twenty-three pre-service special education teachers participated in the study. Participants were administered the following self-reports: TEIP scale, Autonomous Motivations for Teaching Scale, and the Situations-in-School questionnaire. SEM analysis confirmed the role of autonomous motivation as a mediator for TEIP on teaching styles. Moreover, the results showed a positive association between TEIP and both autonomy and structuring teaching styles. The findings of this study suggest the importance of implementing specific special-education teacher training to promote intrinsic motivation toward teaching in an inclusive context
Mathematics education · Medical education · Pedagogy · Educational Methods and Teacher Development · Medicine · Motivation and Self-Concept in Sports · Problem Solving Skills Development · Psychology
The role of an inclusive education course in pre-service teacher development
Understanding burnout among special education teachers
Enhancing Autonomous Work Motivation and Engagement for Diverse Teaching Styles Among Chinese Inclusive Education Teachers
Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles
Relations between autonomy, burnout, and psychological capital among kindergarten teachers in regular and special education in Israel
The interplay of contextual leadership and teacher-related organizational outcomes
Structural Equation Modeling with Mplus
Measuring teacher efficacy to implement inclusive practices
Basic psychological need theory
Teachers’ Self-Efficacy
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
Autonomous motivation for teaching
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Intrinsic and extrinsic motivation from a self-determination theory perspective
Teacher Efficacy
Against autonomy as an educational aim
Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
To Parcel or Not to Parcel
A New Procedure to Test Mediation With Missing Data Through Nonparametric Bootstrapping and Multiple Imputation
Measurement Invariance of the Short Version of the Problematic Mobile Phone Use Questionnaire (PMPUQ-SV) across Eight Languages
The Role of Individual and Relational Characteristics on Alcohol Consumption among Italian Adolescents
Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
Developing fundamental principles for teacher education programs and practices
Intrinsic and Extrinsic Motivations
Perceived locus of causality and internalization
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |