Journal of Sports Science and Medicine
Journal of Sports Science and Medicine
ISSN: 1303 - 2968   
Ios-APP Journal of Sports Science and Medicine
Androit-APP Journal of Sports Science and Medicine
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©Journal of Sports Science and Medicine (2012) 11, 123 - 130

Research article
The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers
Vello Hein1, , Francis Ries2, Francisco Pires Vega2, Agnese Caune1, Judit Heszteráné Ekler4, Arunas Emeljanovas3, Irena Valantiniene3
Author Information
1 Faculty of Exercise and Sports Sciences, University of Tartu, Estonia
2 Faculty of Educational Sciences, University of Seville, Spain
3 Lithuanian Academy of Physical Education, Lithuania
4 Department of Sport Science, University of West Hungary, Hungary

Vello Hein
✉ Faculty of Exercise and Sports Sciences, University of Tartu, Estonia
Email: vello.hein@ut.ee
Publish Date
Received: 10-11-2011
Accepted: 24-01-2012
Published (online): 01-03-2012
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ABSTRACT

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students.

Key words: Physical Activity, motivation, self-determination, teaching styles


           Key Points
  • PE teachers were more intrinsically motivated to teach than externally.
  • Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.
  • Teachers from all five countries reported a more frequent use of reproductive styles than productive styles.
  • Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles.
  • Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles.
 
 
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