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The Benefits of Peer Autonomy Support for Teachers

Jungert, Tomas LU ; Houlfort, Nathalie and Koestner, Richard (2013) 5th Int. conf. on Self-Determination Theory, Rochester p.6-6
Abstract (Swedish)
In self-determination theory (Ryan & Deci, 2000) autonomy support describes an
interpersonal style where a manager takes the perspective of a subordinate into
account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that autonomy support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of autonomy support and competence support from peers versus supervisors. Along with measures of support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in autonomy support from peers and in... (More)
In self-determination theory (Ryan & Deci, 2000) autonomy support describes an
interpersonal style where a manager takes the perspective of a subordinate into
account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that autonomy support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of autonomy support and competence support from peers versus supervisors. Along with measures of support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in autonomy support from peers and in competence support from principals over time were significantly related to work satisfaction and burnout signs at T2, when controlling for T1 values. Our findings provide evidence for the importance of both sources and types of support. (Less)
Please use this url to cite or link to this publication:
author
; and
publishing date
type
Contribution to conference
publication status
published
subject
pages
1 pages
conference name
5th Int. conf. on Self-Determination Theory, Rochester
conference location
Rochester, United States
conference dates
2013-06-27 - 2013-06-29
language
English
LU publication?
no
id
7eac1e06-683f-4787-8ad4-9df2e9139dcb
alternative location
https://selfdeterminationtheory.org/SDT/documents/sdtconf2013/program-schedule/ConferenceGuide-Final.pdf
date added to LUP
2022-09-21 19:50:14
date last changed
2022-09-23 08:38:42
@misc{7eac1e06-683f-4787-8ad4-9df2e9139dcb,
  abstract     = {{In self-determination theory (Ryan &amp; Deci, 2000) autonomy support describes an <br/>interpersonal style where a manager takes the perspective of a subordinate into <br/>account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that autonomy support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of autonomy support and competence support from peers versus supervisors. Along with measures of support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in autonomy support from peers and in competence support from principals over time were significantly related to work satisfaction and burnout signs at T2, when controlling for T1 values. Our findings provide evidence for the importance of both sources and types of support.}},
  author       = {{Jungert, Tomas and Houlfort, Nathalie and Koestner, Richard}},
  language     = {{eng}},
  month        = {{06}},
  pages        = {{6--6}},
  title        = {{The Benefits of Peer Autonomy Support for Teachers}},
  url          = {{https://selfdeterminationtheory.org/SDT/documents/sdtconf2013/program-schedule/ConferenceGuide-Final.pdf}},
  year         = {{2013}},
}