Work engagement of primary school teachers in the context of self-determination theory

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F21%3A00123731" target="_blank" >RIV/00216224:14210/21:00123731 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/OCENASEK2021WOR" target="_blank" >https://library.iated.org/view/OCENASEK2021WOR</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2021.0866" target="_blank" >10.21125/iceri.2021.0866</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Work engagement of primary school teachers in the context of self-determination theory

Popis výsledku v původním jazyce

Teachers’ engagement in primary and secondary schools has been one of the most discussed topics in the Czech education system. Even though engagement has been studied in this group, most of the research was based on scales that were designed to measure engagement in corporate settings. In this study, we took a different approach and measured engagement with the Engaged Teacher Scale which ads the social aspect of teaching. Furthermore, we investigated Czech teachers’ engagement through the lens of Self-determination theory to verify the correlates between engagement and different forms of regulations and principal autonomy support in Czech schools’ environment. In terms of methodology, the study focused on a sample of 251 Czech primary and secondary school teachers. The data collection tools were: The Engaged Teacher Scale (Klassen et al., 2013); Motivation for Teaching Scale (Abós et al., 2018); The Work Climate Questionnaire (Baard et al., 2004) and Value Consonance (Skaalvik &amp; Skaalvik, 2011). Regarding the teachers’ engagement, the study found correlates between engagement and different qualities of motivation similar to those in other fields – most notably between autonomous forms of motivation and engagement. We have also found moderate correlations between teachers’ engagement and value consonance in schools which we discuss from the point of view of internalization. Leader autonomy support showed a mild correlation with different forms of motivation but seemed to have stronger relations to teacher’s engagement – especially the social engagement with colleagues. This study includes the interpretation and discussion of the results aligned with the literature review, limitations, and applications.

Název v anglickém jazyce

Work engagement of primary school teachers in the context of self-determination theory

Popis výsledku anglicky

Teachers’ engagement in primary and secondary schools has been one of the most discussed topics in the Czech education system. Even though engagement has been studied in this group, most of the research was based on scales that were designed to measure engagement in corporate settings. In this study, we took a different approach and measured engagement with the Engaged Teacher Scale which ads the social aspect of teaching. Furthermore, we investigated Czech teachers’ engagement through the lens of Self-determination theory to verify the correlates between engagement and different forms of regulations and principal autonomy support in Czech schools’ environment. In terms of methodology, the study focused on a sample of 251 Czech primary and secondary school teachers. The data collection tools were: The Engaged Teacher Scale (Klassen et al., 2013); Motivation for Teaching Scale (Abós et al., 2018); The Work Climate Questionnaire (Baard et al., 2004) and Value Consonance (Skaalvik &amp; Skaalvik, 2011). Regarding the teachers’ engagement, the study found correlates between engagement and different qualities of motivation similar to those in other fields – most notably between autonomous forms of motivation and engagement. We have also found moderate correlations between teachers’ engagement and value consonance in schools which we discuss from the point of view of internalization. Leader autonomy support showed a mild correlation with different forms of motivation but seemed to have stronger relations to teacher’s engagement – especially the social engagement with colleagues. This study includes the interpretation and discussion of the results aligned with the literature review, limitations, and applications.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2021 Proceedings

ISBN

9788409345496

ISSN

2340-1095

e-ISSN

—

Počet stran výsledku

9

Strana od-do

3591-3599

Název nakladatele

IATED Academy

Místo vydání

Seville

Místo konání akce

Seville

Datum konání akce

8. 11. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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