Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 541505
Title The relationship between job demands, job resources and teachers’ professional learning : is it explained by self-determination theory?
Author(s) Jansen in de Wal, Joost; Beemt, Antoine van den; Martens, Rob L.; Brok, Perry J. den
Source Studies in Continuing Education (2018). - ISSN 0158-037X
DOI https://doi.org/10.1080/0158037X.2018.1520697
Department(s) Education and Competence Studies
Publication type Refereed Article in a scientific journal
Publication year 2018
Keyword(s) Job demands - job resources - motivation - self-determination theory - teacher professional learning
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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