Predicting the pre-service teachers’ teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach

Abstract

Guided by self-determination theory, this two-wave longitudinal research aims to examine the associations between pre-service teachers’ perceptions of educator-created (dis-)empowering climates and their teaching intention, considering the bright and dark motivational pathways. A total of 1,258 secondary pre-service teachers (55.5% women, Mage = 26.17, SD = 5.66) have participated. The results from path analysis have shown positive associations between educator-created perceived empowering climates and need satisfaction, autonomous motivation, and teaching intention in pre-service teachers, while educator-created perceived disempowering climates have been positively related to pre-service teachers’ need frustration, controlled motivation and amotivation. The conclusions have suggested that pre-service teachers’ perceptions of educator-created (dis-)empowering climates during their initial teacher education program play a determining role in their teaching intention.