Relationships Between Teacher Basic Need Satisfaction and Teaching Innovational Behavior in China

• In Event: Poster Session 9
  In Poster Session: Education and Assessment in the Professions

Abstract

Teachers can be motivated to try new teaching ways by satisfying their basics needs, providing attainable aims or valued results. With 1123 Teachers from China, this study aimed to examine the effect of teachers’ needs satisfaction for autonomy, competence and relatedness, perceived competence expectancy and value beliefs on Teaching Innovational Behavior (TIH), to gain insight in teaching innovation motivation. The results show that: Self-Determination Theory (SDT) is more effective than Expectancy-Value Theory (EVT) in predicting TIH. Relatedness Need Satisfaction (RS) has the biggest effect on TIH in China (β = 0.58), while Competence Need Satisfaction (CS) has middle effect (β = 0.16). Autonomy Need Satisfaction’s (AS) effect is not significant. SDT and EVT can be integrated to predict TIH.

Authors

• Li Wang, Beijing Normal University

• Yonghong Cai, Beijing Normal University

• Xiaoyue Shen, Zhejiang Normal University

• Jin Cai