Self - determination theory (SDT) recognizes autonomy, competence and relatedness as three psychological basic needs which need to be satisfied during one person’s life and which allow people reach an effective internalization of social rules and values, develop a good psychological growth and healthy personal well – being (Niemiec et al., 2006).In the school context, teachers need to promote and support the satisfaction of autonomy, competence and relatedness as they serve as enhancing factor to stimulate students’ self – determined motivation (Wellborn, Connell, Skinner & Pierson, 1988).
Skinner & Belmont (1993) stablished that children’s need for autonomy in learning, is experienced when their self-sufficiency is encouraged. To reach this purpose teachers need to give students freedom, avoid the use of external pressures/awards and connect students’ life with their school experiences. Teacher’s autonomy supportive or controlling behavior is associated with their children’s motivation style (Sosic-Vasic, Keis, Lau, Spitzer&Streb, 2015). Evidence also shows a positive association among students’ autonomous motivation and their engagement (for more detailed information also see Stroet, et al., 2013).
The second category of teacher behavior, derived from children’s need for competence is fostered according to Skinner & Belmont (1993) when they experience their classrooms as optimal in structure, referring to the “amount of information in the context about how to effectively achieve desired outcomes” (p. 572). Teachers can provide structure using several teaching skills like offering support to their students or being clear and consistent in their answers. Structure includes contingency (consistency and predictability of responses), clarity of expectations, instrumental help/support, encouragement, informational feedback and adjustment of teaching strategies. Structure is usually the dimension in which teachers and students report higher levels (Skinner & Belmont, 1993). Children in well – structured environments have a clearer sense of the actions needed to acquire certain outcomes, so they are more capable to direct their efforts (Grolnick& Ryan, 1989).
Students’ need for relatedness, can be fulfilled by teachers in the form of their interpersonal involvement with the classroom, their interest and the emotional support they provide to students (Ryan & Deci, 2000; Connel & Wellborn, 1991). This dimension includes the quality of the relationship between students and teachers and is opposite to rejection or neglect (Skinner & Belmont, 1993). Teachers’ interpersonal involvement, serves as an enhancing factor for students’ sense of belonging which has an impact in self – determined motivation growth and academic engagement (Furrer& Skinner, 2003; Maulana et al., 2016; Maulana & Opdenakker, 2014; Ryan & Deci, 2000). According to Skinner & Belmont (1993) teacher involvement included teachers’ affection (e.g. liking, appreciation), attunement (understanding, knowledge about the student), dedication of resources (e.g. energy, time) and dependability (availability in case of need) and is a consistent predictor of students’ perception: children whose teachers show high levels of involvement, also experienced their teachers as more structured and autonomy supportive. Several studies (Skinner & Belmont, 1993; Skinner, Wellborn & Connell, 1990; Maulana, Helms - Lorenz & Van de Grift, 2015; Stroet et al., 2013) have studied the relationship between teachers’ behaviour, students’ perception of them and children’s engagement, finding strong evidence about the fact that teachers’ interaction with students predicted students’ engagement in school, both directly and through their effects on students’ perceptions of their interactions with teachers.
The goal of the present study is to shed further light in the degree of teacher involvement in a sample of Secondary Education teachers in Spain. We will also test if teacher involvement can be affected by gender (male/female), ownership of the school (public/private), subject (languages, STEM o Vocational Education subjects) or kind of school (general, vocational or multitrack school).