Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ 2 (17) = 64.60, p = 0.00; CMIN/ df = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies.

中文翻译：

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中欧体育教师激励策略的前因


促进支持自主的教师的行为对于教导学生对自己的表现负责和提高他们在体育 （PE） 中的乐趣水平非常重要。基于自我决定理论，我们的研究旨在确定体育教师激励策略的前因，这些策略可以促进学生在体育课上的心理需求满足和积极成果。共有 376 名中小学体育教师在四个中欧国家（匈牙利、罗马尼亚、斯洛伐克和塞尔维亚）完成了我们的横断面设计问卷。措施包括感知到的工作压力、专业发展的机会、对学生在体育中的自我决定的看法、教师在工作中的心理需求满足、教师在工作中的自我决定以及教师提供的自主支持、结构和参与策略。Jamovi 软件用于结构方程建模，路径分析方法用于统计分析。事后修改后，假设模型与我们的模型拟合良好 （χ 2 （17） = 64.60，p = 0.00;CMIN/ df = 3.80;CFI = 0.92;TLI = 0.81;SRMR = 0.05;RMSEA = 0.08）。结果表明，教师的专业发展机会与他们在工作中的需求满意度呈显著的正相关，这与他们的教学动机呈正相关。工作压力与基本心理需求满足呈负相关。教师对学生自主动机的感知与他们自己的自主和控制动机呈正相关，也与他们使用参与和自主支持教学策略直接和正相关。