Work engagement of primary school teachers in the context of
self-determination theory

k 2021

Work engagement of primary school teachers in the context of self-determination theory

WOLFOVÁ, Kateřina

Basic information

Original name

Work engagement of primary school teachers in the context of self-determination theory

Authors

WOLFOVÁ, Kateřina

Edition

14th annual International Conference of Education, Research and Innovation, 2021

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

50101 Psychology

Country of publisher

Spain

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Arts

ISBN

978-84-09-34549-6

Keywords in English

work engagement; self-determination theory; autonomy support; teachers; value consonance

Abstract

V originále

Teachers’ engagement in primary and secondary schools has been one of the most discussed topics in the Czech education system. Even though engagement has been studied in this group, most of the research was based on scales that were designed to measure engagement in corporate settings. In this study, we took a different approach and measured engagement with the Engaged Teacher Scale which ads the social aspect of teaching. Furthermore, we investigated Czech teachers’ engagement through the lens of Self-determination theory to verify the correlates between engagement and different forms of regulations and principal autonomy support in Czech schools’ environment. In terms of methodology, the study focused on a sample of 251 Czech primary and secondary school teachers. The data collection tools were: The Engaged Teacher Scale (Klassen et al., 2013); Motivation for Teaching Scale (Abós et al., 2018); The Work Climate Questionnaire (Baard et al., 2004) and Value Consonance (Skaalvik & Skaalvik, 2011). Regarding the teachers’ engagement, the study found correlates between engagement and different qualities of motivation similar to those in other fields – most notably between autonomous forms of motivation and engagement. We have also found moderate correlations between teachers’ engagement and value consonance in schools which we discuss from the point of view of internalization. Leader autonomy support showed a mild correlation with different forms of motivation but seemed to have stronger relations to teacher’s engagement – especially the social engagement with colleagues. This study includes the interpretation and discussion of the results aligned with the literature review, limitations, and applications.

Links

MUNI/A/1295/2020, interní kód MU

Name: Specifika pracovní angažovanosti u vybraných profesí v kontextu pandemie COVID-19 (Acronym: SPA)

Investor: Masaryk University

Citovat

WOLFOVÁ, Kateřina. Work engagement of primary school teachers in the context of self-determination theory. In 14th annual International Conference of Education, Research and Innovation. 2021. ISBN 978-84-09-34549-6.

@proceedings{1824928,
   author = {Wolfová, Kateřina},
   booktitle = {14th annual International Conference of Education, Research and Innovation},
   keywords = {work engagement; self-determination theory; autonomy support; teachers; value consonance},
   language = {eng},
   isbn = {978-84-09-34549-6},
   title = {Work engagement of primary school teachers in the context of self-determination theory},
   year = {2021}
}

TY  - CONF
ID  - 1824928
AU  - Wolfová, Kateřina
PY  - 2021
TI  - Work engagement of primary school teachers in the context of self-determination theory
SN  - 9788409345496
KW  - work engagement
KW  - self-determination theory
KW  - autonomy support
KW  - teachers
KW  - value consonance
N2  - Teachers’ engagement in primary and secondary schools has been one of the most discussed topics in the Czech education system. Even though engagement has been studied in this group, most of the research was based on scales that were designed to measure engagement in corporate settings. In this study, we took a different approach and measured engagement with the Engaged Teacher Scale which ads the social aspect of teaching. Furthermore, we investigated Czech teachers’ engagement through the lens of Self-determination theory to verify the correlates between engagement and different forms of regulations and principal autonomy support in Czech schools’ environment. In terms of methodology, the study focused on a sample of 251 Czech primary and secondary school teachers. The data collection tools were: The Engaged Teacher Scale (Klassen et al., 2013); Motivation for Teaching Scale (Abós et al., 2018); The Work Climate Questionnaire (Baard et al., 2004) and Value Consonance (Skaalvik & Skaalvik, 2011). Regarding the teachers’ engagement, the study found correlates between engagement and different qualities of motivation similar to those in other fields – most notably between autonomous forms of motivation and engagement. We have also found moderate correlations between teachers’ engagement and value consonance in schools which we discuss from the point of view of internalization. Leader autonomy support showed a mild correlation with different forms of motivation but seemed to have stronger relations to teacher’s engagement – especially the social engagement with colleagues. This study includes the interpretation and discussion of the results aligned with the literature review, limitations, and applications.
ER  -

WOLFOVÁ, Kateřina. Work engagement of primary school teachers in the context of self-determination theory. In \textit{14th annual International Conference of Education, Research and Innovation}. 2021. ISBN~978-84-09-34549-6.

Detailed Information on Publication Record