Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory's perspective
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory's perspective
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DOI：
10.1016/j.tate.2020.103076
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发表时间：
2020-07-01
影响因子：
3.9
通讯作者：
Bai, Barry
中科院分区：
文献类型：
--
作者：
Lee, Ai Noi;Nie, Youyan;Bai, Barry
本研究基于自我决定理论（Self-Determination Theory，SDT）的视角，考察了教师心理需求满足在校长学习支持感知与教师工作绩效关系中的中介作用。从180个方便的样本新加坡小学教师的结果显示，知觉校长的学习支持直接预测心理需求的满意度（即自主性，能力和相关性），面向变化的工作行为和组织承诺。心理需求满足部分中介感知校长的学习支持和变化导向的工作行为以及组织承诺之间的关系。本研究结果可为教师教育和差异化教学的研究与实践提供有益的启示。(C)2020爱思唯尔有限公司保留所有权利。
Based on the perspective of Self-Determination Theory (SDT), this research examined the mediating role of teachers' psychological needs satisfaction in explaining the relationships between perceived principal's learning support and teachers' work-related outcomes. Results from a convenience sample of 180 Singapore primary school teachers revealed that perceived principal's learning support directly predicted psychological needs satisfaction (i.e. autonomy, competence and relatedness), change-oriented work behaviour and organisational commitment. Psychological needs satisfaction partially mediated the relationships between perceived principal's learning support and change-oriented work behaviour as well as organisational commitment. The findings could contribute useful insights to teacher education and SDT research and practice. (C) 2020 Elsevier Ltd. All rights reserved.