Autonomy-Supportive teaching on teacher social-emotional competencies

Kimberly Hannah Siacor*, Betsy Ng, Woon Chia Liu

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

Autonomy-supportive teaching has been associated with a variety of posi-tive student outcomes, such as psychological need satisfaction, self-efficacy, and classroom engagement (Ng et al., 2016; Olivier et al., 2020). Nevertheless, there is significantly less research attention on the teacher benefits of autonomy-supportive teaching. With the complex emotional and social demands of the teaching profes-sion, it is important to understand the ways to cultivate teacher social-emotional competencies (SECs). The social and emotional well-being of teachers affects their classroom functioning, and eventually student outcomes. Furthermore, the teacher SECs are linked to teacher well-being. As autonomy-supportive teaching focuses on building a pleasant and supportive learning environment for the students, it is a plau-sible idea to investigate how such teaching practices may cultivate teacher SECs as well. As expected, the findings suggest that the five SECs were demonstrated by the teachers while being autonomy supportive. Out of the five SECs, self-awareness and relationship management seem to be most frequently demonstrated by the teachers, while self-management seems to be least presented, during autonomy-supportive teaching.

Original languageEnglish
Title of host publicationSelf-Determination Theory and Socioemotional Learning
PublisherSpringer Nature
Pages249-265
Number of pages17
ISBN (Electronic)9789819978977
ISBN (Print)9789819978960
DOIs
Publication statusPublished - Dec 21 2023
Externally publishedYes

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023. All rights reserved.

ASJC Scopus Subject Areas

  • General Social Sciences
  • General Psychology

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