Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Article Swipe

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Psychology School climate School teachers Work (physics) Work environment Organisation climate Work motivation Applied psychology Job satisfaction Developmental psychology Social psychology Pedagogy Engineering Mechanical engineering

Claude Fernet , Sarah‐Geneviève Trépanier , Stéphanie Austin , Julie Levesque-Côté ·

YOU? · · 2016 · Open Access · · DOI: https://doi.org/10.1016/j.tate.2016.07.019 · OA: W2485433197

This study aimed to deepen the understanding of the role of work motivation in teachers at career start. Participants were 589 beginning French-Canadian teachers working in public elementary and high schools. In addition to situating the forms of motivation (autonomous versus controlled) that drive teachers in the three first years of their career, the results provide support for a model explaining the motivational pathways by which school environment factors (work overload, control, recognition, and sense of community) relate to teachers’ psychological health (emotional exhaustion), attitude toward the job (occupational commitment), and behaviors in the classroom (climate that fosters student attentiveness). © 2016 The Authors