Publikationsserver
Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction
Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals draw...
Gespeichert in:
| Autoren: | , , |
|---|---|
| Format: | Artikel |
| Sprache: | Englisch |
| Veröffentlicht: |
Philipps-Universität Marburg
2023
|
| Schlagworte: | |
| Online Zugang: | PDF-Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Zusammenfassung: | Teaching is a highly demanding profession that requires handling multiple and potentially
contradictory goals. Therefore, it is likely that teachers experience conflict between
work-related goals on a daily basis. Intraindividual goal conflict may occur when
individuals pursue multiple goals drawing on the same limited resources (resourcebased
goal conflict), or when two or more goals are incompatible in terms of goal
attainment strategy or desired end states (inherent goal conflict). Because goal conflict is
typically associated with negative effects such as attenuated motivation and wellbeing,
teacher goal conflict may jeopardize teaching motivation. This cross-sectional study
investigated the effects of in-service teachers’ (N = 302) goal conflicts on their
autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic
regulation) teaching motivation and tested the satisfaction of teachers’ basic need for
autonomy, competence, and relatedness as mediators. In line with our hypotheses,
results from structural equation modeling showed that frequently experiencing resourcebased
goal conflict leads to a lower satisfaction of the basic need for autonomy, which,
however, was unrelated to teaching motivation. In contrast, frequently experiencing
inherent goal conflict attenuates the satisfaction of the basic need for competence,
which, in turn, positively predicted autonomous teaching motivation and negatively
predicted extrinsic regulation. As expected, relatedness was not associated with the
experience of goal conflict. The discussion focuses on differential effects of the two
types of goal conflict on teaching motivation and on the relevance to expand research
on teachers’ intraindividual goal conflicts. |
|---|---|
| Beschreibung: | Gefördert durch den Open-Access-Publikationsfonds der UB Marburg. |
| Umfang: | 16 Seiten |
| DOI: | 10.3389/fpsyg.2022.876521 |