Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection

Abstract

This study investigated if correlations existed between teachers’ perceptions of elements of a safe and supportive school climate/working environment in regards to teachers’ intrinsic motivation and self-efficacy beliefs. Additionally, it examined the degree of significance when teachers feel safe and supported versus those that do not. Finally, it investigated which of the four elements has the greatest impact on intrinsic motivation and self-efficacy through the lens of educators to improve teaching, teacher retention, and job satisfaction. Survey data were collected from certified teachers in West Tennessee school districts. The responses to the Safe and Supportive School Questionnaire and Attitude Toward Teaching Survey provided quantitative data for analyses. A series of independent samples t-tests, liner regressions, and Spearman correlations revealed strong positive correlation existed between a number of the four elements and intrinsic motivation and self-efficacy. Additionally, it revealed teachers have significantly higher intrinsic motivation and self-efficacy in safe and supportive schools. Conclusions of this study and recommendations are outlined in this paper.