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Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach

Branko Vermote (UGent) , Maarten Vansteenkiste (UGent) , Bart Soenens (UGent) and Wim Beyers (UGent)
(2024) STUDIES IN HIGHER EDUCATION. 49(11). p.2235-2261
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Abstract
The present study examined whether secondary school (SE) teachers (N = 324, Mage = 37.97) and university (UNI) teachers (N = 225, Mage = 44.80) with a firmly grounded and well-explored teaching identity would report better work-related well-being and would adopt a more motivating teaching style. We expected the opposite for teachers ruminating about their teaching role and also considered the mediating role of teaching motivation. Results from multiple group analyses confirmed the hypotheses, showing that teachers with a well-defined teaching identity reported more satisfaction and less emotional exhaustion during teaching and were less likely to leave the profession. They also reported making use of a more motivating teaching style, characterized by more autonomy support and structure, and less control and chaos. Conversely, teachers who ruminated about their teaching role generally showed opposite correlations. Teaching motivation mediated at least partially these associations, with the results generally holding across SE and UNI teachers. Overall, the present study underscores the importance of considering teachers' sense of identity and teaching motivation as they might underlie their well-being and motivating teaching style in the classroom.
Keywords
SELF-DETERMINATION THEORY, BASIC NEED SATISFACTION, VOCATIONAL IDENTITY, PHYSICAL-EDUCATION, EMERGING ADULTS, FIT INDEXES, COMMITMENT, OUTCOMES, ANTECEDENTS, EXPLORATION, Vocational identity, teaching motivation, motivating teaching style, work-related well-being, Self-Determination Theory

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MLA
Vermote, Branko, et al. “Which Teachers Feel Good and Adopt a Motivating Teaching Style? The Role of Teaching Identity and Motivation to Teach.” STUDIES IN HIGHER EDUCATION, vol. 49, no. 11, 2024, pp. 2235–61, doi:10.1080/03075079.2023.2296565.
APA
Vermote, B., Vansteenkiste, M., Soenens, B., & Beyers, W. (2024). Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. STUDIES IN HIGHER EDUCATION, 49(11), 2235–2261. https://doi.org/10.1080/03075079.2023.2296565
Chicago author-date
Vermote, Branko, Maarten Vansteenkiste, Bart Soenens, and Wim Beyers. 2024. “Which Teachers Feel Good and Adopt a Motivating Teaching Style? The Role of Teaching Identity and Motivation to Teach.” STUDIES IN HIGHER EDUCATION 49 (11): 2235–61. https://doi.org/10.1080/03075079.2023.2296565.
Chicago author-date (all authors)
Vermote, Branko, Maarten Vansteenkiste, Bart Soenens, and Wim Beyers. 2024. “Which Teachers Feel Good and Adopt a Motivating Teaching Style? The Role of Teaching Identity and Motivation to Teach.” STUDIES IN HIGHER EDUCATION 49 (11): 2235–2261. doi:10.1080/03075079.2023.2296565.
Vancouver
1.
Vermote B, Vansteenkiste M, Soenens B, Beyers W. Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. STUDIES IN HIGHER EDUCATION. 2024;49(11):2235–61.
IEEE
[1]
B. Vermote, M. Vansteenkiste, B. Soenens, and W. Beyers, “Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach,” STUDIES IN HIGHER EDUCATION, vol. 49, no. 11, pp. 2235–2261, 2024.
@article{01HPRPZV7MVWRBD78MC63NN3VH,
  abstract     = {{The present study examined whether secondary school (SE) teachers (N = 324, Mage = 37.97) and university (UNI) teachers (N = 225, Mage = 44.80) with a firmly grounded and well-explored teaching identity would report better work-related well-being and would adopt a more motivating teaching style. We expected the opposite for teachers ruminating about their teaching role and also considered the mediating role of teaching motivation. Results from multiple group analyses confirmed the hypotheses, showing that teachers with a well-defined teaching identity reported more satisfaction and less emotional exhaustion during teaching and were less likely to leave the profession. They also reported making use of a more motivating teaching style, characterized by more autonomy support and structure, and less control and chaos. Conversely, teachers who ruminated about their teaching role generally showed opposite correlations. Teaching motivation mediated at least partially these associations, with the results generally holding across SE and UNI teachers. Overall, the present study underscores the importance of considering teachers' sense of identity and teaching motivation as they might underlie their well-being and motivating teaching style in the classroom.}},
  author       = {{Vermote, Branko and Vansteenkiste, Maarten and Soenens, Bart and Beyers, Wim}},
  issn         = {{0307-5079}},
  journal      = {{STUDIES IN HIGHER EDUCATION}},
  keywords     = {{SELF-DETERMINATION THEORY,BASIC NEED SATISFACTION,VOCATIONAL IDENTITY,PHYSICAL-EDUCATION,EMERGING ADULTS,FIT INDEXES,COMMITMENT,OUTCOMES,ANTECEDENTS,EXPLORATION,Vocational identity,teaching motivation,motivating teaching style,work-related well-being,Self-Determination Theory}},
  language     = {{eng}},
  number       = {{11}},
  pages        = {{2235--2261}},
  title        = {{Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach}},
  url          = {{http://doi.org/10.1080/03075079.2023.2296565}},
  volume       = {{49}},
  year         = {{2024}},
}

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