Examining the effectiveness of a teacher training program on autonomy support

The aim of this study is to examine the effectiveness of the Autonomy Support Intervention Program on the motivation and perceived autonomy support degrees of 4th year elementary school students, learn about their experiences with their teachers during the semester and investigate the opinions of teachers regarding the effectiveness of the training program. The research was conducted using a mixed model approach, including repeated measures quantitative data collection as well as qualitative data gathering procedures. The research was conducted in a private elementary school in İzmir. The study group consisted of 8 teachers (4 in experimental and 4 in control group) and 114 4th grade students (Mean age=9, SD=.48) attending the classes of these teachers. The quantitative data were collected from both experimental and control group students using the EME and LCQ in a four wave longitudinal design. Experimental group teachers were given the ASIP during three days, and six consultation meetings were held following the training. The qualitative data consisted of the diaries collected from experimental group students, the Individual Interview Form used with experimental group teachers, and the research diary of the researcher. Quantitative data were analyzed using repeated measures ANOVA. For qualitative data, contingency analysis was used for diaries and content analysis was used for the individual interviews. The results of the quantitative analyses for the student data revealed that there was no significant difference between the experimental group and the control group. For the qualitative data, contingency analysis supported the SDT pattern in terms of the reciprocal relation between need satisfaction, classroom climate, and motivation. Satisfaction of autonomy, competence and relatedness needs is shown to be related with positive classroom climate and intrinsic motivation; whereas thwart of these needs is related with negative climate and extrinsic motivation. The content analysis results were grouped under two categories as "Contribution" and "Teaching-Learning Process". Contribution category consisted of three themes including contribution to teacher, contribution to students and necessity, while teaching-learning process category consisted of the themes: execution of the training, difficulties and recommendations. Within the interviews, teachers stated that the training program was effective in terms of developing the teaching approaches and behaviors; while it might be more effective to include the program in teacher education.