Abstract
Based on the perspective of Self-Determination Theory (SDT), this research examined the mediating role of teachers’ psychological needs satisfaction in explaining the relationships between perceived principal’s learning support and teachers’ work-related outcomes. Results from a convenience sample of 180 Singapore primary school teachers revealed that perceived principal’s learning support directly predicted psychological needs satisfaction (i.e. autonomy, competence and relatedness), change-oriented work behaviour and organisational commitment. Psychological needs satisfaction partially mediated the relationships between perceived principal’s learning support and change-oriented work behaviour as well as organisational commitment. The findings could contribute useful insights to teacher education and SDT research and practice.
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