Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools

Abstract

The study focuses on the emotional-motivational experiences of Bedouin-Arab beginning teachers during the induction period, from the perspective of Self-Determination Theory. A phenomenological study was employed. Seventy-four teachers participated, 62 of whom completed open questionnaires, while semi-structured interviews were conducted with 12 other participants. The findings indicate that the beginning teachers reported experiences of coercion, exploitation, and gender-based discrimination (autonomy suppression). They also experienced a judgmental attitude, lack of assistance, and difficulties with students (competence suppression), and their sense of relatedness to the school is impaired due to cultural factors (relatedness suppression). As a result, they expressed controlled motivation, a sense of burnout, stress, impaired well-being and disengagement in school. They also suppressed their students' autonomy. At the same time, the findings also show that when the teachers experience a sense of need satisfaction, they integrate well into the school. These findings indicate the necessity for establishing a need-supportive school environment for beginning teachers during their induction period.

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

“…Previous studies supported the validity and reliability of the BPNS across contexts and cultures (70,71), with internal consistency ranging between 0.64 and 0.89. Studies that used the scale was in students, beginning teachers, and pre-service teachers from the Bedouin society reported internal consistencies of 0.73-0.78 (72)(73)(74). In the current study, Cronbach alpha coefficient for need satisfaction was 0.91 and for need frustration 0.82.…”

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

“…In addition, the principals' leadership style is influenced by cultural considerations and tends to be authoritative and centralized (Arar & Oplatka, 2013;Arar & Masry-Herzallah, 2016). The demographic compound of the school community-students, teachers, and principals -is determined by their tribal affiliation, which affects the relationships and management style in the schools (Arar & Masry-Herzallah, 2016) as well as the attitudes toward BTs (Kaplan, 2021a). A similar picture was obtained in schools of other collectivist cultures, such as in East Asia (Kaur & Noman, 2020) despite differences between the cultures.…”

“…Thus, the reality of BTs in Bedouin schools is unpleasant. The teachers report low levels of motivation among their students, lack of cooperation or involvement of parents, discipline problems, and limited support from senior teachers and administration (Kaplan, 2021a). The external motivations behind the career choice and the conditions at the schools make induction difficult for the young teachers, who are expected to keep a low profile and fit into their social positioning as young and inexperienced.…”

“…Such difficulties may compromise the teachers' emotional well-being and lead to burnout and diminished professional functioning (Kaplan, 2021a). A problem strongly associated with these struggles is high rates of teachers leaving the profession, especially quality teachers.…”

“…A centralized educational climate prevails in many Arab schools across the country (Watad-Khoury, 2013). Young teachers in these schools have lower status than their more senior counterparts (Kaplan, 2021a). Heights in the Negev was developed to help young teachers meet these challenges and to generate change in the Bedouin-Arab education system and its induction culture.…”