Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-30T23:18:56.077Z Has data issue: false hasContentIssue false
  • English
  • Français

Teacher Psychological Needs, Locus of Control and Engagement

Published online by Cambridge University Press:  12 June 2013

Fernando Doménech Betoret
Fernando Doménech Betoret*
Affiliation:
Universitat Jaume I (Spain)
*
*Correspondence concerning this article should be addressed to Fernando Doménech Betoret. Departamento de Psicología Evolutiva, Educativa, Social i Metodología. Universitat Jaume I. Campus Riu Sec. 12071 Castellón (Spain) Phone: +34-964729550. Fax: +34-964729262. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examines the relationships among psychological needs, locus of control and engagement in a sample of 282 Spanish secondary school teachers. Nine teacher needs were identified based on the study of Bess (1977) and on the Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002). Self-report questionnaires were used to measure the construct selected for this study and their interrelationships were examined by conducting hierarchical regression analyses. An analysis of teacher responses using hierarchical regression reveals that psychological needs have significant positive effects on the three engagement dimensions (vigor, dedication and absorption). Furthermore, the results show the moderator role played by locus of control in the relationship between teacher psychological needs and the so-called core of engagement (vigor and dedication). Finally, practical implications are discussed.

Keywords

teacher needslocus of controlengagementsecondary school teachers
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 16 , 2013 , E29
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpretation interactions. Newbury Park, CA: Sage.Google Scholar
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–328. http://dx.doi.org/10.1108/02683940710733115 Google Scholar
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13, 209–223. http://dx.doi.org/10.1108/13620430810870476 CrossRefGoogle Scholar
Bentler, P. M. (2006). EQS Structural equations program manual. Encino, CA: Multivariate Software.Google Scholar
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. http://dx.doi.org/10.1037/0033-2909.117.3.497 Google Scholar
Bess, J. L. (1977). The motivation of teach. The Journal of Higher Education, 48, 243–258. http://dx.doi.org/10.2307/1978679 Google Scholar
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.CrossRefGoogle Scholar
Deci, E., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01 CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: The University of Rochester Press.Google Scholar
Demerouti, E., Bakker, A. B., Janssen, P. P. M., & Schaufeli, W. B. (2001). Burnout and engagement at work as a function of demands and control. Scandinavian Journal of Work, Environment & Health, 27, 279–286. http://dx.doi.org/10.5271/sjweh.615 CrossRefGoogle ScholarPubMed
Durán, A., Extremera, N., & Rey, L. (2004). Engagement and burnout: Analyzing their association patterns. Psychological Reports, 94, 1048–1050.CrossRefGoogle Scholar
Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco, CA: Jossey-Bass.Google Scholar
Fernet, C., Senecal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The work task motivation scale for teachers. Journal of Career Assessment, 16, 256–279. http://dx.doi.org/10.1177/1069072707305764 Google Scholar
Filak, V. F., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluation. Educational Psychology, 23, 235–247. http://dx.doi.org/10.1080/0144341032000060084 CrossRefGoogle Scholar
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331–362. http://dx.doi.org/10.1002/job.322 Google Scholar
Ganster, D. G., & Fusilier, M. R. (1989). Control in the workplace. In Cooper, C. L. & Robertson, I. T. (Eds.), International review of industrial and organizational psychology, (pp. 235–280). Chichester, UK: Wiley.Google Scholar
Gold, Y., & Roth, R. A. (2005). Teachers managing stress and preventing burnout: The professional health solution (2 nd ed.). London, UK: The Palmer Press.Google Scholar
Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.Google Scholar
Halbesleben, J. R. B., & Wheeler, A. R. (2008). The relative roles of engagement and embeddedness in predicting job performance and intention to leave. Work and Stress, 22, 242–256. http://dx.doi.org/10.1080/02678370802383962 CrossRefGoogle Scholar
Herzberg, F. (1966). Work and the nature of man. Cleveland, OH: World.Google Scholar
Hobfoll, S. E., Jonson, R. J., Ennis, N., & Jackson, A. P. (2003). Resource loss, resource gain and emotional outcomes among inner city women. Journal of Personality and Social Psychology, 84, 632–643. http://dx.doi.org/10.1037/0022-3514.84.3.632 CrossRefGoogle ScholarPubMed
Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119–134.CrossRefGoogle Scholar
Kobasa, S. G., Maddi, S. R., & Kahn, S. (1982). Hardiness and health: A prospective study. Journal of Personality and Social Psychology, 42, 168–177. http://dx.doi.org/10.1037//0022-3514.42.1.168 CrossRefGoogle ScholarPubMed
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146–152. http://dx.doi.org/10.1080/0013188870290207 Google Scholar
Lorente, L., Salanova, M., Martínez, I., & Schaufeli, W. (2008). Extension of the job Demands-Resources model in the prediction of burnout and engagement among teachers over time. Psicothema, 20, 354–360.Google Scholar
Maslow, A. (1954). Motivation and personality. New York, NY: Harper & Row Google Scholar
Maslow, A. (1972). Existence, relatedness and growth: Human needs in organizational setting. New York, NY: The Free Press.Google Scholar
Näring, G., Briet, M., & Brouwers, A. (2006). Beyond demand-control: Emotional labor and symptoms of burnout in teachers. Work and Stress, 20, 303–315.CrossRefGoogle Scholar
Nunnaly, J. C., & Berstein, I. H. (1994). Psychometric theory (3 rd ed.). New York, NY: McGraw-Hill.Google Scholar
Reis, H., Sheldon, K., Gable, S., Roscoe, J., & Ryan, R. (2000). Daily well-being: The role of autonomy, competence and relatedness. Personality and Social Psychology Bulletin, 26, 419–435. http://dx.doi.org/10.1177/0146167200266002 Google Scholar
Rotter, J. B. (1954). Social learning and clinical psychology. New York, NY: Prentice-Hall.CrossRefGoogle Scholar
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80, 1–28. http://dx.doi.org/10.1037/h0092976 Google Scholar
Salanova, M., Agut, S., & Peiró, J. M. (2005). Linking organizational resources and work engagement to employee performance and customer loyalty: The mediation of service climate. Journal of Applied Psychology, 90, 1217–1227. http://dx.doi.org/10.1037/0021-9010.90.6.1217 CrossRefGoogle ScholarPubMed
Schaufeli, W. B., & Bakker, A. B. (2003). UWES-Utrecht Work Engagement Scale: Test manual. Utrech University, Utrech, The Netherlands.Google Scholar
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293–315. http://dx.doi.org/10.1002/job.248 Google Scholar
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two simple confirmation factor analytic approach. Journal of Happiness Studies, 3, 71–92.Google Scholar
Schaufeli, W. B., Taris, T. W., & Bakker, A. B. (2006). Dr Jeckyll or Mr Hyde: On the differences between work engagement and workaholism. In Burke, R. J. (Ed.), Research companion to working time and work addiction. Cheltenham Glos, UK: Edward Elgar.Google Scholar
Scott, C., Cox, S., & Dinham, S. (1999). The occupational motivation, satisfaction and health of English school teachers. Educational Psychology, 19, 287–308. http://dx.doi.org/10.1080/0144341990190304 CrossRefGoogle Scholar
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. http://dx.doi.org/10.1037//0003-066X.55.1.5 CrossRefGoogle ScholarPubMed
Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What’s satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80, 325–339.CrossRefGoogle Scholar
Sheldon, K., Ryan, R., & Reis, H. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 1270–1279. http://dx.doi.org/10.1177/01461672962212007 Google Scholar
Spector, P. E. (1982). Behavior in organizations as a function of employee’s locus of control. Psychological Bulletin, 91, 482–497. http://dx.doi.org/10.1037//0033-2909.91.3.482 Google Scholar
Spector, P. E. (1988). Development of the Work Locus of Control Scale. Journal of Occupational Psychology, 61, 335–340. http://dx.doi.org/10.1111/j.2044-8325.1988.tb00470.x Google Scholar
Spector, P. E., & O’Gonnell, B. J. (1994). The contribution of personality traits, negative affectivity, locus of control and Type A to the subsequent reports of job stressors and job strains. Journal of Occupational and Organizational Psychology, 67, 1–12. http://dx.doi.org/10.1111/j.2044-8325.1994.tb00545.x CrossRefGoogle Scholar
Spector, P. E., Cooper, C. L., Sanchez, J. I., O´Driscoll, M., & Sparks, K. (2002). Locus of control and well-being at work: How generalizable are western findings? Academy of Management Journal, 45, 453–466. http://dx.doi.org/10.2307/3069359 Google Scholar
Stockard, J., & Lehman, M. B. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40, 742–771. http://dx.doi.org/10.1177/0013161X04268844 CrossRefGoogle Scholar
van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the relationship between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work & Stress, 22, 277–294. http://dx.doi.org/10.1080/02678370802393672 Google Scholar
van Vegchel, N., De Jonge, J., Soderfeldt, M., Dormann, C., & Schaufeli, W. (2004). Quantitative versus emotional demands among Swedish human service employees: Moderating effects of job control and social support. International Journal of Stress Management, 11, 21–40. http://dx.doi.org/10.1037/1072-5245.11.1.21 Google Scholar
Xanthopoulou, D., Bakker, A., Demerouti, E., & Schaufeli, W. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14, 121–141. http://dx.doi.org/10.1037/1072-5245.14.2.121 Google Scholar