We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Support for New Teachers' Psychological Needs as a Predictor of Optimal Teaching Induction: The Perspective of Self-Determination Theory.
- Authors
Kaplan, Haya
- Abstract
The complexity of the induction stage in the teaching profession and the challenges facing new teachers are well documented in the literature. In order to promote induction processes, the Internship and Induction Division of the Ministry of Education has created support frameworks that include workshops for interns and new teachers accompanied by mentor-teachers. This research looks at teachers' motivation from the perspective of Self-Determination Theory, which maintains that supporting the psychological needs of belongingness, competence and autonomy promotes autonomous motivation, adjustment, wellbeing and optimal functioning. The research examined how providing support (by both workshop facilitators and mentors) for new teachers' psychological needs predicted outcomes related to the teachers' functioning in the workshop and to their optimal integration into schools. The study also compared teachers from various cultures. It included 261 new teachers - Jews, Bedouin Arabs, and Arabs from Northern Israel. During the workshop's eighth session, the teachers completed questionnaires about their views towards the college workshop facilitators, the school mentors, and the motivational processes they had experienced. The model was examined by structural equations analysis. In addition, we conducted analysis to examine the differences between the groups, in order to see whether the model was equivalent beyond the study population, and performed one-directional ANOVA analyses to examine the differences between the three cultural groups. The findings indicate that the workshop facilitator's support for the teachers' psychological needs predicted a sense of competence confidence that these teachers can experience positive change early in their teaching career. Our findings reinforce the need to further explore the complexity of entry into the teaching profession as reflected in the stories of beginning teachers.
- Subjects
TEACHER induction; AUTONOMY (Psychology); WORKSHOPS (Facilities); SOCIAL belonging; ANALYSIS of variance
- Publication
Rav Gvanim: Research & Discourse, 2021, pXV
- ISSN
2789-2050
- Publication type
Article