Unpacking Teachers’ Autonomy Satisfaction: A Comprehensive Meta-Analysis of Its Predictors and Outcomes

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Motivational Climates: Centering Teacher, Classroom, and School Processes (Table 10)

Abstract

According to self-determination theory, autonomy is a fundamental psychosocial need that is essential for teachers’ motivation, well-being, and performance. Various contextual (e.g., job demands, job resources) and individual factors (e.g., personal resources) have been identified to influence teachers’ autonomy satisfaction. This meta-analytical review explores the relationships between teachers’ autonomy satisfaction, and its potential predictors (job demands, job resources, and personal resources), and consequences (motivation, well-being, and performance). A total of 81 studies were included in the meta-analyses, revealing that lower job demands, higher job resources and personal resources are associated with increased autonomy satisfaction, leading to improved motivation, well-being, and performance. Additionally, moderators including teaching grade levels, theoretical frameworks, publication years, and sample sizes can significantly impact these relationships.

Authors

• Ying Chen, The Education University of Hong Kong

• Hui Wang, The Education University of Hong Kong