129607 20240104102230.0 doi 10.1016/j.tate.2018.04.010 sideral 105924 ART-2018-105924 eng Abós, Á. Universidad de Zaragoza (orcid)0000-0002-1543-5109 Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach 2018 The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Teachers who were high on controlled motivation were engaged in their jobs, yet they had a greater risk of burnout and of establishing an ego climate. Implications for educational policy and practice are discussed. Access copy available to the general public Unrestricted info:eu-repo/grantAgreement/ES/MINECO/EDU2013-42048-R info:eu-repo/semantics/openAccess by-nc-nd http://creativecommons.org/licenses/by-nc-nd/3.0/es/ 2.411 2018 EDUCATION & EDUCATIONAL RESEARCH 43 / 242 = 0.178 2018 Q1 T1 1.512 2018 Education 2018 Q1 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Haerens, L. Sevil, J. Universidad de Zaragoza (orcid)0000-0002-2077-1983 Aelterman, N. García-González, L. Universidad de Zaragoza (orcid)0000-0001-8115-0649 3001 187 Universidad de Zaragoza Dpto. Expres.Music.Plást.Corp. Área Didáctica Expres.Corporal 74 (2018), 21-34 Teach. teach. educ. TEACHING AND TEACHER EDUCATION 0742-051X 2376785 http://zaguan.unizar.es/record/129607/files/texto_completo.pdf Postprint 1172371 http://zaguan.unizar.es/record/129607/files/texto_completo.jpg?subformat=icon icon Postprint oai:zaguan.unizar.es:129607 articulos driver 2024-01-04-09:04:47 ARTICLE