The link between teachers’ perception of autonomy in school and their behaviour towards students: An overview of contemporary research studies

The pedagogical literature suggests that teachers often motivate students to get involved in class activities and to adhere to work instructions by using power-based procedures and hence jeopardise the sense of autonomy in students. The paper points to the necessity of re-examining the contextual and interpersonal factors that determine teachers? behaviour in the classroom. We provide an overview of the results of relevant research studies in the field in order to gain an insight into and establish the correlates of teachers? controlling style towards students from the perspective of the self-determination theory. Previous studies have shown that teachers who are exposed to pressure at work tend to transfer this pressure to their students by applying controlling procedures. The link between the feeling of pressure and teachers? controlling style arises indirectly via teachers? work motivation and the sense of fulfilment of their basic needs in school. Teachers will most likely be intrinsically motivated for school work if they think that a wider social context and other persons in their work environment support the fulfilment of their need for autonomy. The concluding part emphasises the necessity of planning education policies and future studies in this area, along with presenting the possibilities and strategies for creating the conditions to support work motivation of autonomous teachers.