The relation between a teacher's quality of motivation and their autonomy- supporting classroom behaviour. A Case study in secondary chemistry education.

Abstract

In order to elucidate a possible connection between teacher's motivational profile and their observed autonomy-supportive behaviour in class, two chemistry teachers and their classes in the same school in secondary education have been studied. Teacher autonomy-supporting or thwarting behaviour was observed in class, teacher self-reported motivation was assessed through Self-Regulation Questionnaires, and semi-structured interviews were conducted with the teacher and their students. Since it is known that competence, autonomy and relatedness supportive teaching leads to more autonomous motivation, the focus of this research is on what the link is between the quality of motivation (the degree of autonomy defines the quality of motivation) and the competence, autonomy and relatedness supportive teaching that teachers show. Observing two teachers and interviewing both the students and the teachers, no definite conclusion could be made on what the link is between the teacher's quality of motivation and competence, autonomy and relatedness supportive teaching. This research does show that the research methods used do support each other. The observations and the interviews with both students and teachers used to measure competence, autonomy and relatedness behaviour do not contradict each other. Regardless of the research method, the same results were shown.