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

Frontiers in Psychology

article

Haya Kaplan¹ 

[1] Kaye Academic College of Education

关键词: autonomy support;    autonomy suppression;    beginning teachers;    emotional-motivational experiences;    induction period;    self-determination theory;    Bedouin society;   

DOI  :  10.3389/fpsyg.2021.621984

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY