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Mohammadi M, Hassanabadi H, Arabzadeh M, Kavousian J. Effect of teachers’ self-concept on (de)motivating teaching styles: a study based on self-determination theory. erj 2026; 18 (52)
URL: http://erj.khu.ac.ir/article-1-1640-en.html

Effect of teachers’ self-concept on (de)motivating teaching styles: a study based on self-determination theory

Masoumeh Mohammadi¹

, Hamidreza Hassanabadi ^*²

, Mehdi Arabzadeh³

, Javad Kavousian³

1- Kharazmi University
2- Kharazmi University, , dr_hassanabadi@khu.ac.ir
3- Kharazmi University,

Abstract: (579 Views)

Although previous studies have examined motivating and demotivating teaching styles within the framework of the circumplex model of teaching, the link between teachers’ self-concept and these styles has remained understudied. The present study aimed to investigate how teachers’ self-concept and gender can predict motivating and demotivating teaching styles. Based on a priori power analysis for multiple regression with a medium effect size, a sample of 80 secondary school teachers in Tehran during the 2022–2023 academic year was selected through multistage cluster sampling. Data were collected by using the School Situations Questionnaire by Aelterman et al. (2019) (α = 0.77), the Teacher Self-Concept Questionnaire Retelsdorf et al. (2014) (α = 0.86). Data analysis employed descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression. The findings showed no significant gender differences except for the controlling style, in which male teachers scored higher. Furthermore, teachers’ self-concept was positively and significantly related to motivating teaching styles (autonomy-supportive and structured) and explained 13–24% of their variance, whereas it was not associated with demotivating styles (controlling and chaotic). The results highlight the importance of self-concept in shaping motivating teaching and provide practical implications for teacher education aimed at strengthening teachers’ positive self-perceptions.

Keywords: Self-concept, Motivating Teaching Style, Demotivating Teaching Style, Self-Determination Theory

Type of Study: Research Paper | Subject: Educational Psychology
Received: 2025/10/8 | Accepted: 2026/02/17 | ePublished: 2026/02/24

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