Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?
This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students’ academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A tot...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/67428 |