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The Benefits of Peer Autonomy Support for Teachers
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
Université de `Québec à Montréal, Canada.
McGill University, Montréal, QC, Kanada.
2013 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In self-determination theory (Ryan & Deci, 2000) autonomy support describes an interpersonal style where a manager takes the perspective of a subordinate into account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that autonomy support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of autonomy support and competence support from peers versus supervisors. Along with measures of support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in autonomy support from peers and in competence support from principals over time were significantly related to satisfaction and burnout signs at T2, when controlling for T1 values. Our findings provide evidence for the importance of both sources and types of support.

Place, publisher, year, edition, pages
2013.
Keyword [en]
teachers, work motivation, work satisfaction, burnout, support
National Category
Psychology
Identifiers
URN: urn:nbn:se:liu:diva-97357OAI: oai:DiVA.org:liu-97357DiVA: diva2:647135
Conference
5th International Conference on Self-Determination Theory, 27-30 June 2013, Rochester, NY, USA
Funder
FAS, Swedish Council for Working Life and Social Research
Available from: 2013-09-10 Created: 2013-09-10 Last updated: 2013-09-16

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Jungert, Tomas

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  • apa
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  • vancouver
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
  • asciidoc
  • rtf