Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory

Kaplan, Haya

doi:10.1177/21582440211015680

Cited by 9 publications

(19 citation statements)

References 53 publications

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“…According to SDT, however, psychological needs are universal and innate (Deci & Ryan, 2000). Previous studies have confirmed the applicability of the theory in collectivist cultures (Ginevra et al, 2015;Jang et al, 2009), including the Bedouin community in Israel (Kaplan, 2018(Kaplan, , 2021bKaplan & Assor, 2019;Kaplan et al, 2014).…”

Section: Self-determination Theory: the Program's Theoretical Basismentioning

confidence: 94%

Developing Excellence Leadership and Autonomous Motivation among Beginning Teachers in the Arab-Bedouin Community in Israel: A Self Determination Theory-Based Intervention Program

Kaplan¹,

Alatawna-Alhuashla²,

Bar-Nadav³

et al. 2022

OJL

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Heights in the Negev is an innovative program for promoting leadership and excellence among Arab-Bedouin beginning teachers (BTs). The program was designed to meet the needs of teachers during their induction period, to enhance their leadership skills and to help achieve change in the Bedouin education system. The intervention is based on Self-Determination Theory (SDT; Ryan & Deci, 2017), which highlights the role of the psychological needs for relatedness, competence, and autonomy in promoting autonomous motivation and optimal functioning. The article presents a qualitative case study that followed three cycles of the program during its first four years. The participants were 35 BTs (11 men, 24 women) and nine school principals. Semi-structured interviews, observations, and feedback questionnaires were used as research tools. Data analysis revealed that participants' motivation to choose a teaching career was mostly autonomous, and that they experienced need-support both in the program's workshops and at their schools, where organizational intervention took place. Participants demonstrated an autonomy-supportive leadership style, for example by leading educational initiatives for the school and the community and were positioned as influential figures in their schools. According to school principals, the teachers demonstrated proactive leadership, active engagement in school activity, and autonomous motivation, taken together as teaching excellence. The research shows that BTs can be leaders despite their struggles. It also shows how change can be generated in an authoritative and centralized education system such as the Bedouin-Arab one.

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Section: Self-determination Theory: the Program's Theoretical Basismentioning

confidence: 94%

Developing Excellence Leadership and Autonomous Motivation among Beginning Teachers in the Arab-Bedouin Community in Israel: A Self Determination Theory-Based Intervention Program

Kaplan¹,

Alatawna-Alhuashla²,

Bar-Nadav³

et al. 2022

OJL

Self Cite

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Section: Theoretical Backgroundmentioning

confidence: 99%

“…Additional studies, albeit fewer, indicated the effectiveness of the BT workshops 1 year after internship ( Kaplan et al, 2016 ; Kaplan, 2021b ). For example, Kaplan (2021b) found that teachers’ need support by workshop facilitators predicted sense of competence and autonomous motivation in the workshops, which in turn predicted autonomous motivation in teaching. Autonomous motivation in teaching was also predicted by the teacher-mentors’ need support, and in turn predicted teachers’ sense of competence in teaching, investment in school, and sense of self-actualization.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…SDT-based studies on BTs are comparatively few (e.g., Fernet et al, 2016 ; Kaplan et al, 2016 ; Kaplan, 2021b ). For example, Fernet et al (2016) found that receiving a positive work evaluation is associated with autonomous motivation, which in turn predicts commitment to work, positive relationships with students, and reduced emotional burnout, while workload predicts controlled motivation, which in turn predicts emotional burnout.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The mentor’s support was found to be associated with various outcomes, e.g., BTs’ sense of professional efficacy ( LoCasale-Crouch et al, 2012 ), their sense of wellbeing, and teacher enthusiasm ( Richter et al, 2013 ), improved teaching practices ( Alegado and Soe, 2021 ), job satisfaction, reduced emotional burnout ( Richter et al, 2013 ), motivation ( Kaplan, 2021b ), and persistence in the profession ( Rots et al, 2007 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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The unique effects of supporting beginning teachers’ psychological needs through learning communities and a teacher-mentor’s support: A longitudinal study based on self-determination theory

Kaplan

2022

Front. Psychol.

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The induction period is considered one of the most difficult in a teacher’s career. In Israel, support systems for beginning teachers (BTs) include a learning community (LC) and a mentoring process, over a 2-year period. The study was based on self-determination theory and examined how support for BTs’ psychological needs and exploration from the LC facilitator and teacher-mentor contributed to their functioning. The study was conducted over 2 years during which BTs participated in LCs and were accompanied by a teacher-mentor. Questionnaires were administered to Bedouin-Arab and Jewish teachers, 308 interns in the first year, and 205 new teachers in the second. Results of SEM analysis indicated that supporting BTs’ needs and exploration by LC facilitators in both years predicted their autonomous motivation, which in turn predicted positive feelings and satisfaction in the LC. The LC facilitators’ support also predicted the BTs’ autonomous motivation in teaching, which was also predicted by the teacher-mentors’ support. This in turn positively predicted the BTs’ sense of competence and self-actualization, and negatively predicted burnout. In both years, autonomous motivation mediated the association between the support the BTs received, and teacher outcomes in the LC and school. No significant differences were found between the two cultures. The effects found in the second year are above and beyond the effects of support from the LC facilitators and teacher-mentors in the first year. The study indicates the importance of combining multiple induction programs over time and highlights the importance of supporting BTs’ needs during the induction period.

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“I left my shyness behind”: Sustainable community‐led development and processes of motivation among rural Nicaraguan women

Cloete¹,

House²,

Velasquez³

et al. 2022

Journal Community Psychology

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This paper explores motivational changes of Nicaraguan women involved in sustainable community‐led development. Sustainability is the goal of many organizations engaged with capacity development interventions. Research on what such sustainability entails point to a correlation between sustained action by communities, postintervention, and high levels of social capital, collective agency, and efficacy. But what factors motivate people to develop the social capital, self‐efficacy, and agency that enable them to sustain their actions towards their communities’ well‐being? Using Self‐Determination Theory as framework, and drawing from interview data, this qualitative paper explores the psychosocial processes rural Nicaraguan women undergo when initially engaging in, and eventually committing to community‐led projects. Types of motivation in combination with shifts from initial to more sustained forms of motivation, we conclude, can inform current and future community development interventions on the role motivation plays toward establishing agency, efficacy, and relationships—that is, essential components of sustainable community development.

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Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory

Cited by 9 publications

References 53 publications

Developing Excellence Leadership and Autonomous Motivation among Beginning Teachers in the Arab-Bedouin Community in Israel: A Self Determination Theory-Based Intervention Program

Developing Excellence Leadership and Autonomous Motivation among Beginning Teachers in the Arab-Bedouin Community in Israel: A Self Determination Theory-Based Intervention Program

The unique effects of supporting beginning teachers’ psychological needs through learning communities and a teacher-mentor’s support: A longitudinal study based on self-determination theory

“I left my shyness behind”: Sustainable community‐led development and processes of motivation among rural Nicaraguan women

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