Predictive Relationships Among Teachers’ Perceived Supervisor Learning Support, Psychological Needs Satisfaction, Use of Technology and Job Satisfaction

Abstract

Guided by the Self-Determination Theory, this study examines the mediating role of teachers’ basic psychological needs satisfaction in the relationships between teachers’ perceived supervisor learning support and teachers’ use of technology and job satisfaction. 180 teachers in Singapore participated in the study by completing a questionnaire. Results from path analysis revealed that perceived supervisor learning support positively predicted basic psychological needs satisfaction (i.e., need for autonomy, competence, and relatedness). Perceived supervisor learning support directly and positively predicted the use of technology and job satisfaction. Interestingly, perceived supervisor learning support also indirectly predicted teachers’ job satisfaction via the satisfaction of need for autonomy and relatedness. However, perceived supervisor learning support only indirectly predicted the use of technology via the satisfaction of the need for competence but not autonomy and relatedness. Findings suggest the importance of supporting teachers’ basic psychological needs to promote teachers’ use of technology and job satisfaction.