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The Predictive Role of Perceived Support from Principals and Professional Identity on Teachers’ Motivation and Well-Being: A Longitudinal Study

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  • Valérian Cece

    (Teaching and Research Unit in Physical Education and Sport (UER-EPS), University of Teaching Education, State of Vaud (HEP Vaud), 1007 Lausanne, Switzerland
    Laboratory of Vulnerabilities and Innovation in Sport (EA 7428), Interdisciplinary Confederation of Research in Sport (FED 4272), University of Lyon, 69100 Villeurbanne, France)

  • Guillaume Martinent

    (Laboratory of Vulnerabilities and Innovation in Sport (EA 7428), Interdisciplinary Confederation of Research in Sport (FED 4272), University of Lyon, 69100 Villeurbanne, France)

  • Emma Guillet-Descas

    (Laboratory of Vulnerabilities and Innovation in Sport (EA 7428), Interdisciplinary Confederation of Research in Sport (FED 4272), University of Lyon, 69100 Villeurbanne, France)

  • Vanessa Lentillon-Kaestner

    (Teaching and Research Unit in Physical Education and Sport (UER-EPS), University of Teaching Education, State of Vaud (HEP Vaud), 1007 Lausanne, Switzerland)

Abstract

The aim of this study was to estimate the influence of perceived support from principals and teacher professional identity (TPI) on teacher’s motivation, vigour and burnout using a longitudinal design during a school year. A sample of 544 secondary teachers reported their perceived support from principals and TPI at the beginning of the year (T1) and their self-determined motivation, vigour, and burnout both at the beginning (T1) and at the end of the year (T2). Structural equation modelling (SEM) revealed that the support from principals was associated with T1 TPI. T1 TPI only partially predicted T2 self-determined motivation (controlling T1 scores), and T2 self-determined motivation was associated with T2 burnout and vigour (controlling T1 scores). The SEM revealed a positive process involving perceived support from principals, pedagogical expertise, autonomous motivation, and well-being indicators. In summary, the present study extends the knowledge about the teacher well-being process and the role of contextual and individual antecedents. In an applied perspective, to prevent burnout, teachers need efficient initial and continuing pedagogical education to be armed in front of the students and need the support of their principals during the school year.

Suggested Citation

  • Valérian Cece & Guillaume Martinent & Emma Guillet-Descas & Vanessa Lentillon-Kaestner, 2022. "The Predictive Role of Perceived Support from Principals and Professional Identity on Teachers’ Motivation and Well-Being: A Longitudinal Study," IJERPH, MDPI, vol. 19(11), pages 1-17, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:11:p:6674-:d:827903
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