The Outcomes of Psychological Need Support Among Preservice Teachers: Multicultural and Self-Determination Theory Perspectives

• In Event: Millennium Hotel Roundtable Session 11
  In Roundtable Session: Wellness, Burnout, and Teaching: Relations to Motivation in Academic Contexts

Abstract

The study explored the motivation of pre-service teachers and the conditions needed for their optimal functioning within a multicultural context. The sample (N=308) consisted of Muslim Arab Bedouin (55.3%) and Jewish (44.7%) pre-service teachers. Multiple group structural equation modeling revealed that in both cultures needs support contributed positively to autonomous motivation, sense of relatedness, and sense of competence. Autonomous motivation contributed positively to sense of self-accomplishment, engagement, and self-exploration. Relatedness was in turn associated with sense of self-accomplishment and engagement, while competence was related positively to engagement and negatively to emotional exhaustion. The findings demonstrate the utility of Self-Determination Theory within the context of teacher training.

Authors

• Haya P. Kaplan, Kaye Academic College of Education

• Nir Madjar, Bar Ilan University