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État de publication: publié
Nom de la revue: Educational Administration Quarterly
Volume: 62
Numéro: 1
Résumé: Considering the importance of social climate for teacher motivation, this study, grounded in self-determination theory, examines the longitudinal links between teacher trust in colleagues and the satisfaction and frustration of their basic psychological needs: relatedness, competence, and autonomy. The study was conducted among 666 Canadian vocational teachers. Results of the structural equation modelling analyses reveal that: trust in colleagues at T1 positively predicts the satisfaction of the three basic psychological needs (relatedness, competence, and autonomy) at T2; and trust in colleagues at T1 negatively predicts the frustration of the three needs (relatedness, competence, and autonomy) at T2. The results of this study contribute to a better understanding of the key role of trust in colleagues in teacher motivation, from a longitudinal perspective. In fact, when vocational teachers perceive the presence of relational trust in their colleagues, their motivational resources are more enhanced, which ultimately contributes to quality work motivation. In light of these findings, principals would do well to look at ways of cultivating teacher trust in colleagues when they want to motivate their teaching staff. Education systems, faced with a real, significant, and growing shortage of teaching staff (García & Weiss, 2019a), must juggle early departures from the teaching profession and high staff turnover between educational establishments. It has been documented that this instability in the teaching workforce has negative consequences, particularly for existing teachers and students (García & Weiss, 2019a; Ronfeldt et al., 2013; Sorensen & Ladd, 2018), but also that “working environments clearly play a role in the teacher shortage” (García & Weiss, 2019b, p. 2). Indeed, the desire to pursue a career in the teaching profession not only goes hand in hand with teacher satisfaction and motivation rates (García & Weiss, 2019b), but also with educational establishments’ social climate (Katz, 2018). Moreover, fewer than 40% of American teachers mention there being a great deal of cooperative effort among staff members (García & Weiss, 2019b). In this study, teacher trust is conceptualized in terms of characteristics and practices on the part of others (referents: administration, colleagues, and students) which, when perceived by teachers, lay the foundations for establishing trust (Bryk & Schneider, 2002; Colquitt et al., 2007; Sitkin & Roth, 1993; Weinstein et al., 2020). Teacher trust, with its proven influence on motivational variables (Adams, 2020; Blömeke & Klein, 2013; Choong et al., 2020; Clément et al., 2020; Kilinç et al., 2021; Lee et al., 2011; Li et al., 2019; Xin, 2017; Yin et al., 2013; Zheng et al., 2019), can be seen as a promising avenue for engaging and retaining teachers.
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