The purpose of this study was to verify the effect of the teacher's autonomy support behavior on the teacher's perceived teacher-student relationship and job enthusiasm through the mediation of the teacher's basic psychological needs.
For the purpose of this study, the concrete research questio...
The purpose of this study was to verify the effect of the teacher's autonomy support behavior on the teacher's perceived teacher-student relationship and job enthusiasm through the mediation of the teacher's basic psychological needs.
For the purpose of this study, the concrete research questions were as follows: (1)how does the teacher's autonomy support behavior affect the teacher-student relationship and job enthusiasm perceived by the teacher? (2)does the teacher's autonomy support behavior affect the teacher-student relationship and job enthusiasm perceived by the teacher through the mediation of the basic psychological needs?
This study was conducted on 430 male and female teachers working in elementary schools, middle schools, and high schools in D and G province. The teachers reported their autonomy support behavior, basic psychological needs, teacher-student relationship and job enthusiasm. Pearson's correlation, effect coding, structural equation modeling and bootstrapping were performed using SPSS 21.0, AMOS 22.0.
The major findings of this study and conclusions were as follows: (1)the teacher's autonomy support behavior has a positive effect on the satisfaction of the basic psychological needs of the teacher, the teacher-student relationship perceived by the teacher, and the teacher's job enthusiasm. (2)there is a mediating effect of satisfaction on basic psychological needs between the teacher's autonomous support behavior and job enthusiasm, the teacher's autonomous support behavior and the teacher-student relationship. In other words, the degree of satisfaction of basic psychological needs was higher when the teacher's self-reported autonomous support behavior increases the teacher-student relationship and job enthusiasm perceived by the teacher. And the higher the teacher's satisfaction with the basic psychological need, the more positive the teacher is to the teacher-student relationship and the more higher job enthusiasm was.
Through this study, it was verified the effect of the teacher's autonomy support behavior on the perceived teacher-student relationship and job enthusiasm through the mediation of the teacher's basic psychological needs. So we confirmed that the teacher's autonomy support behavior affects teachers just as it affects students.
The implications for educational practice were as follows: (1)It provides an understanding of the meaning and importance of the teacher's autonomous support behavior to the teacher itself, and provides a basis for establishing structural relationships with various teacher variables related to the teacher's autonomous support behavior in the future. (2)It strengthens awareness of the role of teachers who is the main subject of education, and the importance of teacher behavior. And reminds that autonomous support behavior is of great importance to teachers, and provides information about autonomy support behavior to teachers who explore for the practice of quality education. (3)By demonstrating that a teacher's autonomy support behavior can be linked to the teacher's job enthusiasm and a positive teacher-student relationship awareness, it is revealed that the autonomy support behavior should be promoted for both teachers and students, not just for learners.
In conclusion, this study suggests that efforts to promote teachers' autonomy support behavior should be supported. In order to achieve the goal of improving the quality of education through teachers’behaviors such as autonomy support behavior, (1)it is necessary to in-depth exploration of teachers and teacher-related variables. Because teachers are also the main subjects of education as learners. And (2)it is necessary to provide physical, human resource and creating educational environment to support the practice of autonomous support behavior. Also (3)it is necessary to providing various information about autonomous support behavior, and developing programs applicable to actual educational sites.
The purpose of this study was to verify the effect of the teacher's autonomy support behavior on the teacher's perceived teacher-student relationship and job enthusiasm through the mediation of the teacher's basic psychological needs.
For the purpose of this study, the concrete research questions were as follows: (1)how does the teacher's autonomy support behavior affect the teacher-student relationship and job enthusiasm perceived by the teacher? (2)does the teacher's autonomy support behavior affect the teacher-student relationship and job enthusiasm perceived by the teacher through the mediation of the basic psychological needs?
This study was conducted on 430 male and female teachers working in elementary schools, middle schools, and high schools in D and G province. The teachers reported their autonomy support behavior, basic psychological needs, teacher-student relationship and job enthusiasm. Pearson's correlation, effect coding, structural equation modeling and bootstrapping were performed using SPSS 21.0, AMOS 22.0.
The major findings of this study and conclusions were as follows: (1)the teacher's autonomy support behavior has a positive effect on the satisfaction of the basic psychological needs of the teacher, the teacher-student relationship perceived by the teacher, and the teacher's job enthusiasm. (2)there is a mediating effect of satisfaction on basic psychological needs between the teacher's autonomous support behavior and job enthusiasm, the teacher's autonomous support behavior and the teacher-student relationship. In other words, the degree of satisfaction of basic psychological needs was higher when the teacher's self-reported autonomous support behavior increases the teacher-student relationship and job enthusiasm perceived by the teacher. And the higher the teacher's satisfaction with the basic psychological need, the more positive the teacher is to the teacher-student relationship and the more higher job enthusiasm was.
Through this study, it was verified the effect of the teacher's autonomy support behavior on the perceived teacher-student relationship and job enthusiasm through the mediation of the teacher's basic psychological needs. So we confirmed that the teacher's autonomy support behavior affects teachers just as it affects students.
The implications for educational practice were as follows: (1)It provides an understanding of the meaning and importance of the teacher's autonomous support behavior to the teacher itself, and provides a basis for establishing structural relationships with various teacher variables related to the teacher's autonomous support behavior in the future. (2)It strengthens awareness of the role of teachers who is the main subject of education, and the importance of teacher behavior. And reminds that autonomous support behavior is of great importance to teachers, and provides information about autonomy support behavior to teachers who explore for the practice of quality education. (3)By demonstrating that a teacher's autonomy support behavior can be linked to the teacher's job enthusiasm and a positive teacher-student relationship awareness, it is revealed that the autonomy support behavior should be promoted for both teachers and students, not just for learners.
In conclusion, this study suggests that efforts to promote teachers' autonomy support behavior should be supported. In order to achieve the goal of improving the quality of education through teachers’behaviors such as autonomy support behavior, (1)it is necessary to in-depth exploration of teachers and teacher-related variables. Because teachers are also the main subjects of education as learners. And (2)it is necessary to provide physical, human resource and creating educational environment to support the practice of autonomous support behavior. Also (3)it is necessary to providing various information about autonomous support behavior, and developing programs applicable to actual educational sites.
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