Cesar A Orsini1, Jorge A Tricio1, Cristina Segura2, Doris Tapia3. 1. Faculty Development Office, Faculty of Dentistry, Universidad de los Andes, Universidad de los Andes, Santiago, Chile. 2. Instituto de Odontoestomatología, Escuela de Odontología, Facultad de Medicina, Universidad Austral de Chile, Santiago, Chile. 3. Department of Dentistry, Faculty of Medicine and Dentistry, Universidad de Antofagasta, Antofagasta, Chile.
Abstract
PURPOSE: Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. RESULTS: Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. CONCLUSIONS: These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.
PURPOSE: Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. RESULTS: Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. CONCLUSIONS: These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.
Authors: José Antonio Lozano-Lozano; Salvador Chacón-Moscoso; Susana Sanduvete-Chaves; Francisco Pablo Holgado-Tello Journal: Int J Environ Res Public Health Date: 2021-06-16 Impact factor: 3.390
Authors: M J M Verhees; R E Engbers; A M Landstra; G A M Bouwmans; J J Koksma; R F J M Laan Journal: Adv Health Sci Educ Theory Pract Date: 2021-07-04 Impact factor: 3.853