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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8860
Title: Teachers’ innovative behaviour: the importance of basic psychological need satisfaction, intrinsic motivation and occupational self-efficacy
Other Titles: chapter form pHD thesis
Authors: Klaeijsen, Andrea
Vermeulen, Marjan
Martens, Rob
Keywords: teacher motivation
Issue Date: 2017
Publisher: Scandinavian Journal of Educational Research
Citation: Klaeijsen, A., Vermeulen, M., & Martens, R. (2017). Teachers’ innovative behaviour: the importance of basic psychological need satisfaction, intrinsic motivation and occupational self-efficacy. Scandinavian Journal of Educational Research, published online 26 April 2017. DOI 10.1080/00313831.2017.1306803.
Abstract: Teacher innovative behaviour and professional development are considered important aspects of high quality education. It is often thought that motivation influences teachers’ innovative behaviour and professional development. The main purpose of this study is to gain more insight in motivational processes contributing to teachers’ innovative behaviour. Using Self-determination theory both intrinsic motivation and basic psychological need satisfaction are addressed. From an organisational psychology perspective also occupational self-efficacy is included in the hypothesized model. Online survey data from teachers in primary, secondary or vocational education in the Netherlands (n = 2,385) are analysed using structural equation modelling. Results show that basic psychological need satisfaction affects both intrinsic motivation and occupational self-efficacy, and that the latter strongly supports innovative behaviour.
URI: http://hdl.handle.net/1820/8860
Appears in Collections:1. T2 Publications, books and conference papers

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