What Kind of Novice Teachers Would Prefer the Autonomy-Supportive Teaching Method? An Empirical Study Based on Large-Scale Research Data

Abstract

Given that autonomy-supportive teaching has the potential to enhance students’ learning motivation and promote their self-development, it is of immense value and far-reaching significance to assist novice teachers in mastering and employing this teaching method effectively. The study employs multi-variable linear regression to analyze the factors influencing novice teachers’ use of the autonomy-supportive teaching method and Shapley value decomposition to reveal the contribution rate of each variable. The analysis is based on data extracted from a large-scale survey of urban districts. The findings of the study are as below: (i) Scientific research literacy, professional knowledge, professional competence, and job satisfaction have a significant impact on novice teachers’ adoption of the autonomy-supportive teaching method; (ii) the greatest impact is exerted by scientific research literacy, followed by professional competence and professional knowledge. Therefore, teacher professional development is the key to the successful implementation of autonomy-supportive teaching by novice teachers, while environmental support is the path. To accomplish this, it is necessary to improve their scientific research literacy and emphasize the application of their scientific research results; expand their professional knowledge and skills; increase the frequency of in-service training and create a positive development environment; encourage professional exchanges and eliminate utilitarian competition; and motivate teachers’ pursuit of life meaning and attend to their emotional needs.