Teachers' psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics

Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.; Martin, Andrew J.

doi:10.1037/edu0000088

Cited by 217Motivation and Self-Concept in SportsJob Satisfaction and Organizational BehaviorTeacher Professional Development and Motivation

Teachers' psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics

Collie, Rebecca J., Shapka, Jennifer D., Perry, Nancy E., Martin, Andrew J.·2016·Journal of Educational Psychology

DOI 10.1037/edu0000088

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Abstract

The purpose of the current study was to provide a greater depth of knowledge about teachers’ psychological functioning at work—including the contextual, basic psychological need satisfaction and personal factors relevant to this. We examined the extent to which perceived autonomy support predicts basic psychological need satisfaction and, in turn, whether need satisfaction predicts teachers’ perceptions of well-being, motivation, job satisfaction, and organizational commitment. Participants were 485 Canadian school teachers (76% female) who completed an online questionnaire. After confirming the measurement model with factor analysis, the hypothesized model was tested using structural equation modeling. Findings indicated that perceived autonomy support positively predicted need satisfaction, and, in turn, need satisfaction predicted the work-related perceptions. Of particular importance were the differing roles played by the basic psychological needs in predicting each of the work-related perceptions. Additional analyses revealed that well-being and motivation played key mediating roles in how need satisfaction was associated with job satisfaction (but less so with commitment) and that teachers’ personal characteristics played minor moderating roles in influencing how teachers’ workplace beliefs and perceptions were associated. Together, the study’s findings enable a greater depth of understanding about teachers’ psychological functioning at work, which is important for healthy teachers and effective teaching and learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Younger and unexperienced teachers as well as elementary teachers were found to be especially sensitive to student relations.
“Younger and unexperienced teachers as well as elementary teachers were found to be especially sensitive to student relations (Collie et al., 2016).”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Collie et al., 2016
Teacher well-being and basic needs were confirmed as mediators between perceived autonomy support and job satisfaction.
“TWB and basic needs were confirmed as mediators between perceived autonomy support and job satisfaction (Collie et al., 2016).”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Collie et al., 2016
Fulfillment of basic needs, including relatedness with colleagues and students, autonomy, and competence, mediated the relationship between perceived autonomy support and different operationalizations of teacher well-being.
“the fulfillment of basic needs (relatedness with colleagues and students, autonomy and competence) was shown to mediate the relationship between perceived autonomy support and different operationalizations of TWB”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Collie et al., 2016
Small moderation effects were found for age, teaching experience, and school level.
“small moderation effects were found for age, teaching experience, and school level (Collie et al., 2016)”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Collie et al., 2016

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Authors: Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J.
Affiliations: UNSW Sydney (AU)
University of British Columbia (CA)
ORCID: Collie, Rebecca J.
Shapka, Jennifer D.
Perry, Nancy E.
Martin, Andrew J.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2016
Volume: 108
Issue: 6
Pages: 788-799
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/edu0000088
OpenAlex: W2517463003
Cited by: 217
References: 52
Citations by year: 2026: 28 · 2025: 32 · 2024: 29 · 2023: 30 · 2022: 22 · 2021: 24 · 2020: 18 · 2019: 15 · 2018: 8 · 2017: 9 · 2016: 1 · 2015: 1
FWCI: 10.38
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Funders: Social Sciences and Humanities Research Council of Canada
Topics: Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
Social Sciences › Education › Teacher Professional Development and Motivation
Keywords: perceived autonomy support, basic psychological needs, need satisfaction, teacher well-being, teacher motivation, job satisfaction, organizational commitment, personal characteristics

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Teachers' psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics

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