What Kind of Novice Teachers Would Prefer the Autonomy-Supportive Teaching Method? An Empirical Study Based on Large-Scale Research Data
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Published
Apr 29, 2023
Abstract
Given that autonomy-supportive teaching has the potential to enhance students’ learning motivation and promote their self-development, it is of immense value and far-reaching significance to assist novice teachers in mastering and employing this teaching method effectively. The study employs multi-variable linear regression to analyze the factors influencing novice teachers’ use of the autonomy-supportive teaching method and Shapley value decomposition to reveal the contribution rate of each variable. The analysis is based on data extracted from a large-scale survey of urban districts. The findings of the study are as below: (i) Scientific research literacy, professional knowledge, professional competence, and job satisfaction have a significant impact on novice teachers’ adoption of the autonomy-supportive teaching method; (ii) the greatest impact is exerted by scientific research literacy, followed by professional competence and professional knowledge. Therefore, teacher professional development is the key to the successful implementation of autonomy-supportive teaching by novice teachers, while environmental support is the path. To accomplish this, it is necessary to improve their scientific research literacy and emphasize the application of their scientific research results; expand their professional knowledge and skills; increase the frequency of in-service training and create a positive development environment; encourage professional exchanges and eliminate utilitarian competition; and motivate teachers’ pursuit of life meaning and attend to their emotional needs.
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Keywords
Novice Teacher, Autonomy-Supportive Teaching, Teacher Professional Development
Supporting Agencies
This study is part of the research “Factors Influencing STEM Learning Effectiveness in Primary and Secondary Schools,” a Humanities and Social Sciences Research Planning project funded by the Ministry of Edu-cation of China (project #: 18YJA880108). It is also supported by the Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD)
References
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Chen, W. J., & Yu, W. (2019). Structural analysis of teacher scientific research literacy: An empirical study based on a survey of 2746 primary and secondary school and kindergarten teachers in Wuhan City. Educational Research and Experiment, 2019(4):54-59.
Clark, S. K. (2012). The plight of the novice teacher. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 85:197-200.
Coate, K., Barnett, R., & Williams, G. (2001). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2):158-174. DOI: https://doi.org/10.1111/1468-2273.00180
Decharms, R. (1976). Enhancing motivation: Change in the classroom. Irvington Publishers: distributed by Halsted Press. 1976.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Berlin: Springer Science & Business Media. DOI: https://doi.org/10.1007/978-1-4899-2271-7
Gu, L.N., Lu, G.S., & Shi, B.Y. (2007). An empirical analysis of the relationship between teaching and research in colleges and universities. Liaoning Education Research, 2007(3):25-27. DOI: https://doi.org/10.16697/j.cnki.xdjygl.2007.03.008
Hattie, J. (2015). Visible Learning. Beijing: Education Science Publishing House. 2015.
Hattie, J.A., & Marsh, H.W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4):507-542. DOI: https://doi.org/10.3102/00346543066004507
He, W. (2007). A study of teaching style and job satisfaction of secondary school teachers. Psychological Science, 2007(3):596-599. DOI: https://doi.org/10.16719/j.cnki.1671-6981.2007.03.019
Hu, J. M. (2010). “I” meet “you” in school: Martin Buber’s vision of the teacher-student relationship. Education Research Monthly, 2010(7):14-16. DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2010.07.018
Jia, R.H. (2020). The Current State of the Application of Class Management Strategies among Kindergarten Teachers and Problems (master’s thesis). Shenyang Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202002&filename=1020742195.nh
Kent, M. L. (2001). Teaching mediated public relations. Public Relations Review, 27(1):59-71. DOI: http://dx.doi.org/10.1016/S0363-8111(01)00070-4
Lai, X.Q. (2020). Motivational Behavior of High School Biology Teachers Based on ARCS Motivation Model (master’s thesis). Central China Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202101&filename=1020123126.nh
Liang, Z. M., Qi, Y.S., & Cen, Y.H. (2020). The Construction of the “student-centered” teaching behavior scale: Reliability and validity test and its application. China University Teaching, 2020(11):73-80.
Lin, Q.Y. (2007). Teachers’ educational beliefs, educational behaviors, and their relationships at the compulsory education level (master’s thesis). Fujian Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD2008&filename=2007186514.nh
Liu, J. (2010). The interpersonal relationship theory in educational management. Journal of Nanjing Normal University (Social Science Edition), 2010(6):84-89.
Liu, J. (2018). Competence and Key Behavior of Secondary School Teachers That Affect Teaching Effectiveness (doctoral dissertation). East China Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFDLAST2018&filename=1018710686.nh
Ma, S.T., Zhao, Q., & Jiao, X.R. (2018). Autonomy-supportive teaching: A shift in teachers’ instructional style. Journal of East China Normal University (Education Science Edition), 2018(1):15-21+159. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2018.01.002
Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23(2):159-171. DOI: https://doi.org/10.1007/BF00143643
Niu, L. (2021). The Double Measurement of Technological Pedagogical and Content Knowledge (TPACK) of Pre-service Primary School Math Teachers (master’s thesis). Harbin Normal University. 2021. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202102&filename=1021593687.nh
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4):761-774. DOI: https://doi.org/10.1037/0022-0663.99.4.761
Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4):242-253. DOI: http://dx.doi.org/10.1016/j.cedpsych.2010.05.005
Wang, G.X. & Zhao, Y. (2022). A meta-analysis of the relationship between teachers’ autonomy-supportive behavior and student academic achievement: The mediating effects of psychological need satisfaction, motivation, and input. Psychological Development and Education, 2022(3):380-390. DOI: https://doi.org/10.16187/j.cnki.issn1001-4918.2022.03.09
Williams, G. C. & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4):767-779. DOI: http://dx.doi.org/10.1037/0022-3514.70.4.767
Xie, P.L. & Zou, W.C. (2015). A narrative study on the practical knowledge of novice English teachers: Learning experience based on three repetitive teaching practices. Foreign Languages Research, 2015(4):57-62+112. DOI: https://doi.org/10.13978/j.cnki.wyyj.2015.04.011
Xu, L.H. & Fu, Y.Q. (2005). The factors influencing teaching style of primary and secondary school teachers. Curriculum, Teaching Materials, and Method, 2005(6):81-84. DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2005.06.023
Yang, F., & Xu, Q.Y. (2015). “Teacher-centered” and “Student-centered” teaching philosophies: Based on a questionnaire survey of primary and secondary school teachers. Journal of Higher Education, 2015(12):78-86.
Yuan, J., Chen, L., & Li, X.J. (2015). Current scientific attitudes of Chinese adolescents. Shanghai Research on Education, 2015(1):45-48. DOI: https://doi.org/10.16194/j.cnki.31-1059/g4.2015.01.012
Zeng, L.F., & Huang, R.H. (2014). Factors influencing teaching behavior change among university teachers: An empirical study based on structural equation model. Open Education Research, 2014(5):52-58. DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2014.05.024
Zhang, H.X. (2018). Implications of evaluation indicators for primary and secondary school teachers in the United States, Britain, and Japan from the perspective of key competences. Forum on Contemporary Education, 2018(2):23-32. DOI: https://doi.org/10.13694/j.cnki.ddjylt.2018.02.004
Zhang, J.C. & Wu, H.F. (2009). Reform the organizational system of the university and improve the relation between teaching and research. Journal of China University of Geosciences (Social Sciences Edition), 2009(5):119-124. DOI: https://doi.org/10.16493/j.cnki.42-1627/c.2009.05.010
Zhu, Y.J. (2020). The Current State of Pre-service Training of Excellent Middle School Geography Teachers and Coping Measures (master’s thesis). Liaoning Normal University. 2020. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202101&filename=1020830100.nh
Chen, W. (2019). Teaching Behavior of Instructors for Postgraduates’ Specialty Courses and its Effectiveness (master’s thesis). East China Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201902&filename=1019835964.nh)
Chen, W. J., & Yu, W. (2019). Structural analysis of teacher scientific research literacy: An empirical study based on a survey of 2746 primary and secondary school and kindergarten teachers in Wuhan City. Educational Research and Experiment, 2019(4):54-59.
Clark, S. K. (2012). The plight of the novice teacher. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 85:197-200.
Coate, K., Barnett, R., & Williams, G. (2001). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2):158-174. DOI: https://doi.org/10.1111/1468-2273.00180
Decharms, R. (1976). Enhancing motivation: Change in the classroom. Irvington Publishers: distributed by Halsted Press. 1976.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Berlin: Springer Science & Business Media. DOI: https://doi.org/10.1007/978-1-4899-2271-7
Gu, L.N., Lu, G.S., & Shi, B.Y. (2007). An empirical analysis of the relationship between teaching and research in colleges and universities. Liaoning Education Research, 2007(3):25-27. DOI: https://doi.org/10.16697/j.cnki.xdjygl.2007.03.008
Hattie, J. (2015). Visible Learning. Beijing: Education Science Publishing House. 2015.
Hattie, J.A., & Marsh, H.W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4):507-542. DOI: https://doi.org/10.3102/00346543066004507
He, W. (2007). A study of teaching style and job satisfaction of secondary school teachers. Psychological Science, 2007(3):596-599. DOI: https://doi.org/10.16719/j.cnki.1671-6981.2007.03.019
Hu, J. M. (2010). “I” meet “you” in school: Martin Buber’s vision of the teacher-student relationship. Education Research Monthly, 2010(7):14-16. DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2010.07.018
Jia, R.H. (2020). The Current State of the Application of Class Management Strategies among Kindergarten Teachers and Problems (master’s thesis). Shenyang Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202002&filename=1020742195.nh
Kent, M. L. (2001). Teaching mediated public relations. Public Relations Review, 27(1):59-71. DOI: http://dx.doi.org/10.1016/S0363-8111(01)00070-4
Lai, X.Q. (2020). Motivational Behavior of High School Biology Teachers Based on ARCS Motivation Model (master’s thesis). Central China Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202101&filename=1020123126.nh
Liang, Z. M., Qi, Y.S., & Cen, Y.H. (2020). The Construction of the “student-centered” teaching behavior scale: Reliability and validity test and its application. China University Teaching, 2020(11):73-80.
Lin, Q.Y. (2007). Teachers’ educational beliefs, educational behaviors, and their relationships at the compulsory education level (master’s thesis). Fujian Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD2008&filename=2007186514.nh
Liu, J. (2010). The interpersonal relationship theory in educational management. Journal of Nanjing Normal University (Social Science Edition), 2010(6):84-89.
Liu, J. (2018). Competence and Key Behavior of Secondary School Teachers That Affect Teaching Effectiveness (doctoral dissertation). East China Normal University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFDLAST2018&filename=1018710686.nh
Ma, S.T., Zhao, Q., & Jiao, X.R. (2018). Autonomy-supportive teaching: A shift in teachers’ instructional style. Journal of East China Normal University (Education Science Edition), 2018(1):15-21+159. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2018.01.002
Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23(2):159-171. DOI: https://doi.org/10.1007/BF00143643
Niu, L. (2021). The Double Measurement of Technological Pedagogical and Content Knowledge (TPACK) of Pre-service Primary School Math Teachers (master’s thesis). Harbin Normal University. 2021. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202102&filename=1021593687.nh
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4):761-774. DOI: https://doi.org/10.1037/0022-0663.99.4.761
Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4):242-253. DOI: http://dx.doi.org/10.1016/j.cedpsych.2010.05.005
Wang, G.X. & Zhao, Y. (2022). A meta-analysis of the relationship between teachers’ autonomy-supportive behavior and student academic achievement: The mediating effects of psychological need satisfaction, motivation, and input. Psychological Development and Education, 2022(3):380-390. DOI: https://doi.org/10.16187/j.cnki.issn1001-4918.2022.03.09
Williams, G. C. & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4):767-779. DOI: http://dx.doi.org/10.1037/0022-3514.70.4.767
Xie, P.L. & Zou, W.C. (2015). A narrative study on the practical knowledge of novice English teachers: Learning experience based on three repetitive teaching practices. Foreign Languages Research, 2015(4):57-62+112. DOI: https://doi.org/10.13978/j.cnki.wyyj.2015.04.011
Xu, L.H. & Fu, Y.Q. (2005). The factors influencing teaching style of primary and secondary school teachers. Curriculum, Teaching Materials, and Method, 2005(6):81-84. DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2005.06.023
Yang, F., & Xu, Q.Y. (2015). “Teacher-centered” and “Student-centered” teaching philosophies: Based on a questionnaire survey of primary and secondary school teachers. Journal of Higher Education, 2015(12):78-86.
Yuan, J., Chen, L., & Li, X.J. (2015). Current scientific attitudes of Chinese adolescents. Shanghai Research on Education, 2015(1):45-48. DOI: https://doi.org/10.16194/j.cnki.31-1059/g4.2015.01.012
Zeng, L.F., & Huang, R.H. (2014). Factors influencing teaching behavior change among university teachers: An empirical study based on structural equation model. Open Education Research, 2014(5):52-58. DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2014.05.024
Zhang, H.X. (2018). Implications of evaluation indicators for primary and secondary school teachers in the United States, Britain, and Japan from the perspective of key competences. Forum on Contemporary Education, 2018(2):23-32. DOI: https://doi.org/10.13694/j.cnki.ddjylt.2018.02.004
Zhang, J.C. & Wu, H.F. (2009). Reform the organizational system of the university and improve the relation between teaching and research. Journal of China University of Geosciences (Social Sciences Edition), 2009(5):119-124. DOI: https://doi.org/10.16493/j.cnki.42-1627/c.2009.05.010
Zhu, Y.J. (2020). The Current State of Pre-service Training of Excellent Middle School Geography Teachers and Coping Measures (master’s thesis). Liaoning Normal University. 2020. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202101&filename=1020830100.nh
How to Cite
Lin, X., & Liu, J. (2023). What Kind of Novice Teachers Would Prefer the Autonomy-Supportive Teaching Method? An Empirical Study Based on Large-Scale Research Data . Science Insights Education Frontiers, 15(2), 2287–2303. https://doi.org/10.15354/sief.23.or202
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