Basic psychological needs and teachers' well-being : school of ICT - Metropolia University of Applied Sciences
Chau, Truong (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202404257834
https://urn.fi/URN:NBN:fi:amk-202404257834
Tiivistelmä
Higher education institutions and universities have become increasingly complex, and research has demonstrated that the well-being of higher education teachers is under threat due to the altering work environment. This study aimed to investigate the factors that would impact teacher well-being.
Drawing from the data of a survey on teachers' well-being at Metropolia University of Applied Sciences in Finland, the study analysed the responses of 20 ICT teachers using the Structured Tabular Thematic Analysis method. The analysis was based on the Self-Determination theory and the Basic Psychological Needs Theory, which are known to influence motivation and well-being by focusing on autonomy, competence, and relatedness.
The findings of this study indicate that higher education teachers are highly aware of these three needs. Enhancing teachers' autonomy was identified as an important factor that influences students' autonomy. Factors that affect feelings of competence tend to be related to subject area content, pedagogy, and student achievement. Developing relationships between students, colleagues, teachers, and society was reported as vital for teachers. The study also revealed indirect factors that influence teachers' well-being, such as the facility environment and workload.
Several studies have shown that there is a correlation between teacher well- being, student outcomes, and higher education institution performance. Therefore, it is essential for higher education institutions to provide individualised well-being care for their teaching staff. A whole institution community approach to care can play a crucial role in enhancing well-being and outcomes for all.
Drawing from the data of a survey on teachers' well-being at Metropolia University of Applied Sciences in Finland, the study analysed the responses of 20 ICT teachers using the Structured Tabular Thematic Analysis method. The analysis was based on the Self-Determination theory and the Basic Psychological Needs Theory, which are known to influence motivation and well-being by focusing on autonomy, competence, and relatedness.
The findings of this study indicate that higher education teachers are highly aware of these three needs. Enhancing teachers' autonomy was identified as an important factor that influences students' autonomy. Factors that affect feelings of competence tend to be related to subject area content, pedagogy, and student achievement. Developing relationships between students, colleagues, teachers, and society was reported as vital for teachers. The study also revealed indirect factors that influence teachers' well-being, such as the facility environment and workload.
Several studies have shown that there is a correlation between teacher well- being, student outcomes, and higher education institution performance. Therefore, it is essential for higher education institutions to provide individualised well-being care for their teaching staff. A whole institution community approach to care can play a crucial role in enhancing well-being and outcomes for all.