Abstract
Understanding psychological processes underlying change in teachers' psychological functioning is crucial to identifying the developmental processes at play. Guided by self-determination theory, this study uses a sample of 330 teachers in the northeastern United States of America to examine if initial levels of teachers' basic psychological needs (i.e., global psychological need satisfaction, autonomy, competence, relatedness) are associated with change in components of psychological functioning over time. Results indicate that most psychological needs are unassociated with change in psychological functioning, raising questions about how and when those needs are implicated to support teachers. Implications for research and practice are discussed.
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