The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education

THE SOCIAL CONTEXT AS 11

obtaining a grade) over a longer period of time must be considered, particularly with initially
self-determined students (Deci et al., 2001).

Joe and Hayley use motivational strategies that conflict with their teaching beliefs, as
wells as contradicting empirical suggestions. This implies that the contemporary teaching
context pressures these teachers to teach in ways that they do not value, which may have
detrimental effects on the teachers’ own motivation (Taylor et al., in press). Moreover, the
emphasis on student assessment may influence teachers to create a motivational climate that
is debilitative to students’ motivation.

The teachers’ own performance evaluations

In addition to the possible pressures that arise from the emphasis on student
assessment, the teachers also highlighted that pressure comes from their own performance
evaluations by the school. These evaluations often promoted empirically maladaptive
motivational strategies. For example, Carl, a 25 year-old teacher in a school founded on
Catholic beliefs highlighted that he does not support students’ autonomy when being
evaluated compared to his normal teaching:

Carl: I felt a bit more pressure this year because obviously as a newly-
qualified teacher you get so many observations done by the deputy head.
Interviewer: Does this affect the way you teach?

Carl: I think it makes it more intense. You want to make sure that you get
everything right.

Interviewer: What do you mean by intense?

Carl: If children aren’t doing exactly what you want, you’ve got a shorter fuse
because it needs to be right. You need to be spot on when the inspectors come.

So, as a teacher your patience is not as good. Now I’d also say that you, as a
teacher, you go back to doing safe activities. I’d almost say more basic drills,

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