Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout

This study examined whether teacher self-compassion can lead to adoption of autonomy supportive and structuring motivating styles rather than de-motivating controlling and chaotic styles. Teacher psychological need satisfaction and burnout were considered as possible mediators. Self-report questionnaires assessing self-compassion, need satisfaction, burnout and use of (de)motivating teaching styles were completed by 318 teachers. The results showed that the more teachers rated themselves as self-compassionate, the higher their need satisfaction, personal accomplishment and use of autonomy-supportive and structuring motivating styles. The higher the teachers’ tendency to self-derogate, the higher their need frustration, burnout and use of controlling and chaotic motivating styles. •The higher the teacher self-compassion the more they perceive their needs satisfied.•Self-derogation relates to teacher need frustration.•Need satisfaction shapes the adoption of a motivating style though personal accomplishment.•Need frustration relate with adoption of a demotivating style through the mediation of burnout.