ABSTRACT

The primary purpose of this study was to investigate the impact of secondary school teachers' self-determination on intrinsic motivation to teach and interest toward student learning. The degree to which teachers are self-determined differs as a function of teaching experience and gender was also examined. The three psychological needs, need for competence, autonomy, and relatedness were used as indicators of self-determination. A total of 1,060 secondary school teachers completed three sets of self-report questionnaires: The Basic Need Satisfaction at Work Scale, the Intrinsic Motivation Inventory, and the Teacher Concerns Questionnaire. Results showed that Korean secondary school teachers had lower perception of autonomy compared to those of competence and relatedness. Two-way ANOVA revealed that male experienced teachers showed the lowest level of self-determination in all areas of competence, autonomy, and relatedness. In addition, it was shown that among the three indicators of self-determination, perceptions of competence and relatedness were significant predictors of intrinsic motivation to teach while perceptions of autonomy and relatedness significantly contributed to interest toward student learning.

KEYWORD

self-determination, intrinsic motivation to teach, interest toward student learning

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