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Autonomy-Supportive Teaching on Teacher Social-Emotional Competencies

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Self-Determination Theory and Socioemotional Learning

Abstract

Autonomy-supportive teaching has been associated with a variety of positive 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 profession, 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 plausible 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.

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  • 08 March 2024

    A correction has been published.

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Acknowledgements

This study was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Program (OER 12/19 LWC) and conducted by the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. The results, opinions, conclusions, or recommendations presented in this paper are of those of the author(s) and do not necessarily reflect the views of Singapore MOE, NIE, and NTU.

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Kimberly Hannah Siacor, Betsy Ng & Woon Chia Liu

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  1. Kimberly Hannah Siacor
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  2. Betsy Ng
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Correspondence to Kimberly Hannah Siacor .

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Betsy Ng

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Siacor, K.H., Ng, B., Liu, W.C. (2023). Autonomy-Supportive Teaching on Teacher Social-Emotional Competencies. In: Ng, B. (eds) Self-Determination Theory and Socioemotional Learning . Springer, Singapore. https://doi.org/10.1007/978-981-99-7897-7_12

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