Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in General, Special, Gifted, and Bilingual Education Settings

• In Event: AERA Poster Session 6
  In Poster Session: Teaching, Teacher Preparation, and Teacher Professional Development in the Content Areas: A Poster Session (San Diego)

Abstract

Autonomy is a major predictor of post-secondary education, social-emotional well-being, and positive life outcomes. Therefore, autonomy-supportive learning environments are crucial for increasing students’ behavioral, emotional, and cognitive engagement as well as preparing students for successful post-secondary outcomes. The purpose of this quantitative study is to examine the direct and indirect effects of teachers’ perceptions concerning importance of autonomy-supportive teaching, their capacity to execute autonomy-supportive teaching behaviors, and their perceptions of their students’ ability to engage in autonomous behaviors on teachers’ self-reported implementation of autonomy-supportive teaching behaviors. This study examined the perceptions of teachers who work in general, special, gifted, and bilingual education settings. Results indicate that teacher beliefs and perceptions are significant antecedents of employing autonomy-supportive teaching behaviors.

Author

• Fatmana K. Deniz, University of Nevada - Las Vegas