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- Vol 6 RE: Chapter 1
autonomy supportteacher-student relatednessworkplace buoyancyorganisational commitmentself-determinationteacher motivationteaching conditionsgender similaritiesJournal article Evidence summaryAt a glance
Collie, Bostwick, and Martin examine relationships among teachers’ perceived autonomy support, relatedness with students, workplace buoyancy, and organisational commitment, asking whether these patterns differ by gender. Structural equation modelling with 276 Australian secondary teachers showed substantial similarity for women and men.
Key ideas
Perceived autonomy support predicted stronger relatedness with students, and both resources were positively associated with organisational commitment. Workplace buoyancy—the capacity to manage ordinary work setbacks—also formed part of the motivational pattern. Some gender differences appeared, but the predominant result was commonality rather than fundamentally different processes. The study applies self-determination and workplace-motivation perspectives to teachers’ professional functioning.
Why it matters
For school leaders, the findings support practices that acknowledge teachers’ perspectives, provide meaningful choice within clear responsibilities, strengthen constructive teacher–student relationships, and build capacity to handle everyday pressures, while avoiding assumptions that support should be designed from broad gender stereotypes.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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