Committed, inspiring, and healthy teachers: how do school environment and motivational factors facilitate optimal functioning at career start?

Fernet, C., Trépanier, S.-G., Austin, S. et Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: how do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59 . pp. 481-491. ISSN 0742-051X DOI 10.1016/j.tate.2016.07.019

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Résumé

This study aimed to deepen the understanding of the role of work motivation in teachers at career start. Participants were 589 beginning French-Canadian teachers working in public elementary and high schools. In addition to situating the forms of motivation (autonomous versus controlled) that drive teachers in the three first years of their career, the results provide support for a model explaining the motivational pathways by which school environment factors (work overload, control, recognition, and sense of community) relate to teachers’ psychological health (emotional exhaustion), attitude toward the job (occupational commitment), and behaviors in the classroom (climate that fosters student attentiveness). © 2016 The Authors

Type de document:	Article
Mots-clés libres:	beginning teachers emotional exhaustion job characteristics occupational commitment self-determination theory student attentiveness work motivation INRPME
Date de dépôt:	08 nov. 2021 14:19
Dernière modification:	21 déc. 2022 14:42
Version du document déposé:	Version officielle de l'éditeur
URI:	https://depot-e.uqtr.ca/id/eprint/9799

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