Teacher Autonomy, Motivation, and Job Satisfaction: Perceptions of Elementary School Teachers According to Self-Determination Theory

Abstract

Research has long established a connection between teacher autonomy and motivation and job satisfaction. Teacher autonomy in the context of motivation and job satisfaction includes making independent choices, having control, and being part of shared decision-making processes. SelfDetermination Theory posits that autonomy does not exist by itself, but rather, is inextricably connected
with competence and relatedness. Similarly, research on self-efficacy suggests a relationship between the control and capability a person feels to their goals and motivation. These constructs make sense, however, in the context of the United States public-school system, they belie the encouragement of teacher autonomy considering its historically hierarchical, top-down model. Conversely, countries, namely Finland, have instituted models that encourage and support teacher autonomy. Teachers in Finland are encouraged to be creative and autonomous, behaviors that have yielded both a high retention rate among its teachers and high achievement scores among its students. This paper examines teacher autonomy and suggests that its significance may impact school policy, teacher motivation, job satisfaction, and self-efficacy. In a study of 165 elementary teachers, the author administered The Basic Need Satisfaction at Work instrument to assess for teacher autonomy (Self-Determiniation Theory, 2000). Results supported the notion that autonomy is linked to competence and relatedness and job satisfaction. The study also suggests that teacher autonomy may be
influenced by the leadership within the school and recommends greater exploration of teacher autonomy within the U.S. public-school system