Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22230
Title: 
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Keywords: 
Self‐Determination Theory
Psychological needs satisfaction
Professional learning
Organisational commitment
Change-oriented work behaviour
Singapore teachers
Issue Date: 
2020
Citation: 
Lee, A. N., Nie, Y., & Bai, B. (2020). Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory's perspective. Teaching and Teacher Education, 93, Article 103076. https://doi.org/10.1016/j.tate.2020.103076
Abstract: 
Based on the perspective of Self-Determination Theory (SDT), this research examined the mediating role of teachers’ psychological needs satisfaction in explaining the relationships between perceived principal’s learning support and teachers’ work-related outcomes. Results from a convenience sample of 180 Singapore primary school teachers revealed that perceived principal’s learning support directly predicted psychological needs satisfaction (i.e. autonomy, competence and relatedness), change-oriented work behaviour and organisational commitment. Psychological needs satisfaction partially mediated the relationships between perceived principal’s learning support and change-oriented work behaviour as well as organisational commitment. The findings could contribute useful insights to teacher education and SDT research and practice.
Description: 
This is the final draft, after-peer review, of a manuscript published in Teaching and Teacher Education. The published version is available online at https://doi.org/10.1016/j.tate.2020.103076
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