Examining teachers' perception on the features of autonomy-supportive motivating style

Abstract

The initiative of lifelong learning in education systems is increasingly important in view of the dynamic changes and challenges of the current times. Learners must be able to continually learn and acquire necessary skills across their lifespan (El Mawas & Muntean, 2018). Motivation to learning is a key attribute of lifelong learners, as it conditions them to continually pursue opportunities to learn and apply their learnings in various situations (Crow, 2006). Schools must then endeavour to foster motivation and engagement in students to facilitate continuous learning aptitudes. This can be achieved to a great extent by fostering autonomy-supportive learning climate in the classrooms.<br><br>This present study aimed to investigate the teachers’ perceptions of the features of autonomy-supportive motivating style. Particularly, what teachers say and do to practise autonomy support in the classroom were elucidated. Furthermore, the contribution of autonomy support to student motivation and engagement (behavioural, emotional, cognitive) were also examined using qualitative research methods.<br><br>The findings revealed that teachers practised some of the autonomy-supportive features more commonly and in more complex ways than others. Moreover, how the practice of autonomy support contributes to the different dimensions of student engagement has also been shown. The findings suggest that autonomy needs satisfaction provides a motivational basis for behavioural and emotional engagement, competence needs satisfaction provides a motivational basis for emotional and cognitive engagement, and relatedness needs satisfaction provides a motivational basis for emotional and behavioural engagement.