When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students

Abstract In two experimentally-based and longitudinally-designed studies, secondary-level PE teachers were randomly assigned to participate or not in a new intervention to help them learn all of the following: support autonomy, provide structure, and provide structure in an autonomy-supportive way. In Study 1, teachers who participated in the intervention showed longitudinal gains in all five hypothesized teacher benefits (e.g., teaching efficacy, job satisfaction). In Study 2, students of teachers who participated in the intervention showed longitudinal gains in all four hypothesized student benefits (e.g., classroom engagement, skill development). Overall, teachers and students benefited after teachers provided structure in an autonomy-supportive way.

• Publication year

  2020

• Venue

  Teaching and Teacher Education

• Publication date

  2020-04-01

• Fields of study

  Education, Psychology

• Identifiers
  DOI 10.1016/j.tate.2019.103004
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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