University teachers' professional identity: a role of self-determination theory

Abstract

Based on scientific literature, professional identity development of teachers in higher education leads to many positive work outcomes and is one of the essential elements of psychological well-being. This study investigated the role of Self-Determination theory (SDT) in the role of university teachers' sense of professional identity. SDT explains how its components play in producing highly motivated individuals, leading to the development of one's sense of self. Thus, the aim of this study is to identify the relationship between university teachers' professional identity and SDT. Sample consisted of 257 university teachers from Lithuania. Professional Identity Questionnaire (Kovalcikiene, 2014) was used to measure university teachers' identification with three professional roles: researcher, teacher and practitioner (or service provider). The SDT components (autonomy, competence and relatedness) were assessed using Basic Psychological Need Satisfaction and Frustration Scale — Work Domain (Chen et al., 2015). The results revealed that all components of self-determination, i.e. autonomy, competence and relatedness were related (p < .01, in all cases) with university teachers' identification with all three professional roles (researcher, teacher and practitioner) as well as overall professional identity. The regression analysis revealed that only competence of university teachers significantly associated with their professional identity: researcher, teacher, practitioner and overall (p < .001, in all cases). Scientific contribution of this research implies empirical study of the role of SDT in university teachers' professional identity.