A systemic approach to supporting motivation and behaviour in the classroom during the COVID-19 pandemic: Outcomes related to a self-determination theory informed professional development intervention for teachers
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Abstract
This study utilised a mixed-methods design in order to: investigate outcomes associated with an online SDT-based teacher professional development (PD) intervention and to explore teachers’ perspectives about re-engaging students following COVID-19.
Participants were 33 secondary school teachers from across England and Wales. For the quantitative aspect, a single group pretest-posttest design was employed, and a range of teacher outcomes were analysed through paired (dependent) sample t-tests. For the qualitative aspect, teachers’ written responses were analysed using Framework Analysis.
Quantitative findings indicated significant increases in teachers’ self-efficacy, personal responsibility and moderate teacher control beliefs and significant reductions in teachers’ negative beliefs about student misbehaviour and high teacher control beliefs. With regards to the qualitative data, the overarching themes within the framework included three a priori generated themes of autonomy, relatedness and competence, as well as one emergent theme ‘a different approach is needed: putting psychological needs first’.
