Satisfaction of teachers’ need for autonomy and their strategies of classroom discipline

This paper points to the necessity to conduct researches of contextual conditions of teachers’ behavior in classroom, using the framework of the selfdetermination theory, according to which styles of teachers’ behavior toward students is correlated with their satisfaction of psychological need for autonomy in school. We analyzed different hypothetical models of correlation between teachers’ perception of pressure at work, which undermines their autonomy, and intrinsic work motivation with controlling styles of teachers’ behavior. Therefore, the aim of this research was to determine the existence of correlation between satisfying the teachers’ need for autonomy at school and strategies of classroom discipline used by teachers. Two instruments were constructed and validated for the purpose of the research. The research included 444 primary school teachers in the primary schools in Serbia. Results of the research show the positive, relatively low correlation between one of two component of teachers’ autonomy at work place (the teachers’ perception that school climate supports the active involvement of all collective members in decision-making and their sense that other members of the collective respect their opinions and feelings – component of autonomy type) with one of three components of teachers’ strategies of classroom discipline (teachers are using the techniques of negotiation the solutions of conflict situations with students, preventing discipline problems trough the efforts to get students interested in the subject matter and encouraging positive students’ behavior – component of autonomy type). It is not empirically acknowledged assumption about the existence of negative correlation between teacher’s perception of the control and pressure in school with teachers’ autonomy-supportive behaviors in the process of establishing and maintaining classroom discipline