The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?

Joost Jansen in de Wal, Antoine van den Beemt, Rob L. Martens, Perry J. den Brok

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)

Abstract

Although teachers’ commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers’ learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job resources (i.e. task autonomy, transformational leadership, and collegial support) on teachers’ learning commitment (i.e. learning frequency and engagement) can be explained by basic psychological need satisfaction and autonomous motivation, as posited by self-determination theory. At two occasions, approximately one year apart, data was collected in a sample of 678 (T1) and 536 (T2) Dutch secondary school teachers. Structural equation models showed the consecutive positive longitudinal relationships between teachers’ experience of job resources, basic psychological need satisfaction, autonomous motivation, and commitment to professional learning. Job demands were not related to basic need satisfaction over and above the effects of job resources. Implications for how self-determination theory and the job demands resources model can mutually inform each other are discussed. In addition, implications for stimulating teachers’ professional learning in practice are provided.

Original languageEnglish
JournalStudies in Continuing Education
DOIs
Publication statusE-pub ahead of print - 15 Sep 2018

Fingerprint

job demand
self-determination
need satisfaction
teacher
resources
learning
commitment
secondary school teacher
basic need
structural model
autonomy
leadership

Keywords

  • Job demands
  • job resources
  • motivation
  • self-determination theory
  • teacher professional learning

Cite this

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title = "The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?",
abstract = "Although teachers’ commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers’ learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job resources (i.e. task autonomy, transformational leadership, and collegial support) on teachers’ learning commitment (i.e. learning frequency and engagement) can be explained by basic psychological need satisfaction and autonomous motivation, as posited by self-determination theory. At two occasions, approximately one year apart, data was collected in a sample of 678 (T1) and 536 (T2) Dutch secondary school teachers. Structural equation models showed the consecutive positive longitudinal relationships between teachers’ experience of job resources, basic psychological need satisfaction, autonomous motivation, and commitment to professional learning. Job demands were not related to basic need satisfaction over and above the effects of job resources. Implications for how self-determination theory and the job demands resources model can mutually inform each other are discussed. In addition, implications for stimulating teachers’ professional learning in practice are provided.",
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The relationship between job demands, job resources and teachers’ professional learning : is it explained by self-determination theory? / Jansen in de Wal, Joost; van den Beemt, Antoine; Martens, Rob L.; den Brok, Perry J.

In: Studies in Continuing Education, 15.09.2018.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - Although teachers’ commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers’ learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job resources (i.e. task autonomy, transformational leadership, and collegial support) on teachers’ learning commitment (i.e. learning frequency and engagement) can be explained by basic psychological need satisfaction and autonomous motivation, as posited by self-determination theory. At two occasions, approximately one year apart, data was collected in a sample of 678 (T1) and 536 (T2) Dutch secondary school teachers. Structural equation models showed the consecutive positive longitudinal relationships between teachers’ experience of job resources, basic psychological need satisfaction, autonomous motivation, and commitment to professional learning. Job demands were not related to basic need satisfaction over and above the effects of job resources. Implications for how self-determination theory and the job demands resources model can mutually inform each other are discussed. In addition, implications for stimulating teachers’ professional learning in practice are provided.

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