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ERIC Number: EJ845601
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1477-8785
Administrative Pressures and Teachers' Interpersonal Behaviour in the Classroom
Pelletier, Luc G.; Sharp, Elizabeth C.
Theory and Research in Education, v7 n2 p174-183 2009
The purpose of the present article is to review the contextual conditions that lead teachers to be more controlling rather than autonomy supportive with their students. Research indicates that the more teachers perceive that school administration thwarts their autonomy by imposing pressures on them, the less autonomous they are in their motivation for teaching, the more they become controlling in their teaching, and the more students demonstrate a controlled motivation orientation. At this point an element of reciprocity is introduced: teachers may be affected by the lack of students' motivation and their low performance because this reinforces the administration's perception that something needs to be done. Then teachers may perceive a pressure to behave in a controlling manner to be sure that the administration's standards are achieved. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A