Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?

Authors

Maï Yasué, Quest UniversityFollow
Lucas M. Jeno, University of BergenFollow
Jody L. Langdon, Georgia Southern University, School of Health and KinesiologyFollow

Document Type

Article

Publication Date

5-29-2019

Publication Title

International Journal for the Scholarship of Teaching and Learning

DOI

10.20429/ijsotl.2019.130205

ISSN

1931‐4744

Abstract

We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies.

Comments

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Yasué, Maï, Lucas M. Jeno, Jody L. Langdon. 2019. "Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?." International Journal for the Scholarship of Teaching and Learning, 13 (2): 1-14: Center for Teaching Excellence at Georgia Southern University. doi: 10.20429/ijsotl.2019.130205 source: https://digitalcommons.georgiasouthern.edu/ij-sotl/vol13/iss2/5/
https://digitalcommons.georgiasouthern.edu/health-kinesiology-facpubs/121