A Causal Relationship Model of Teacher Autonomy Support Behavior with Students

Abstract

The purpose of this research was to develop and validate a causal relationship model of teacher autonomy support behavior with students in schools under the Office of the Basic Education Commission. The model consisted of four latent variables: teacher autonomy support behavior with students, constraints at work, perception of student self-determination, and teacher self-determination towards work. The sample, derived by mean of multi-stage random sampling, consisted of 440 teachers during the academic year 2006.
Research instruments were a questionnaire of teacher autonomy support behavior with students, and appropriate measures of the other latent variables. Descriptive statistics were generated using SPSS; causal modeling involved the use of LISREL.

Results indicated that the adjusted model of teacher autonomy support behavior with students was consistent with empirical data. Goodness of fit statistics were: chi-square = 4.89, p =1.00, df = 19, GFI = 0.99, AGFI = 0.99, RMSEA= 0.00. The variables in the adjusted model accounted for 44 percent of the total variance of teacher autonomy support behavior with students. The variables that had direct effects on teacher autonomy support behavior with students were constraints at work and teacher self-determination towards
work. The variables that had an indirect impact on teacher autonomy support behavior with students, affecting through teacher self-determination towards work, were constraints at work and perception of student self-determination.