Classifying Teacher Need–Supportive Behaviors in Intervention Programs: A Systematic Review

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  In Virtual iPresentation Only: SIG-Systematic Review and Meta-Analysis Virtual Poster Session

Abstract

This study presents a systematic review and classification of need-supportive teaching behaviors in intervention programs that were based on Self-Determination Theory (SDT) and administered to secondary school teachers. Despite the benefits of SDT-based interventions, a detailed classification of targeted teacher behaviors remains unexplored. Using the PRISMA 2009 checklist, we analyzed 66 experimental studies. Key findings reveal that autonomy-supportive practices, such as providing choices and encouraging student initiative, and structured learning environments enhance the application of SDT principles. However, there is considerable variability in intervention reporting, emphasizing the need for standardized guidelines to enhance practical application. This research underscores the importance of context-specific recommendations for teachers to effectively implement SDT principles across different subjects and settings.

Authors

• Hadaya Soltanizadeh, Laval University

• Catherine F. Ratelle, Université Laval