Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches

Orsini, Cesar A ORCID: https://orcid.org/0000-0002-5226-3625, Tricio, Jorge A, Segura, Cristina and Tapia, Doris (2020) Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches. Journal of Dental Education, 84 (4). 429–437. ISSN 1930-7837

[thumbnail of Published_Version]
PDF (Published_Version) - Published Version
Download (417kB) | Preview
[thumbnail of Manuscript JDE-G Unblinded Accepted] PDF (Manuscript JDE-G Unblinded Accepted) - Accepted Version
Restricted to Repository staff only until 31 December 2099.
Available under License Unspecified licence.

Request a copy


Purpose: Using Self-determination Theory, the purpose was to determine whether work climate, students’ motivation, and teachers’ basic psychological needs could predict clinical teachers’ autonomous and controlled motivation to teach and whether clinical teachers’ motivations could predict student- and teacher-centered teaching approaches. Methods: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers’ perceptions of the work climate, students’ motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. Results: Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers’ perceiving a work climate characterized by a supportive supervisor-teacher relationship and students’ autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. Conclusions: These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers’ supervisors and how teachers perceive their students’ motivation.

Item Type: Article
Additional Information: doi: 10.1002/jdd.12050
Uncontrolled Keywords: dental education,self-determination theory,teacher motivation,teaching approaches,work climate
Faculty \ School: Faculty of Medicine and Health Sciences > Norwich Medical School
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 28 Apr 2020 00:07
Last Modified: 22 Oct 2022 06:02
URI: https://ueaeprints.uea.ac.uk/id/eprint/74843
DOI: 10.1002/jdd.12050

Actions (login required)

View Item View Item