Teachers' Perceptions of Administrative Autonomy-supportive versus Controlling Behaviors: Factors that Influence Teacher Intrinsic Motivation and Relationships with Administrator

Federal policy around supervision and evaluation has prompted state action to develop new evaluation systems to increase student achievement. Systems, such as the Framework for Educator Effectiveness implemented in Wisconsin, are tied to teacher performance as well as student achievement. This type of performance-based evaluation system relies on external motivators to increase the instructional practices of those evaluated. Teachers are thought to be motivated to increase instructional practice based on evaluation and students' assessments.;The purpose of this study was to research dynamics of relationships between administrators and veteran teachers within evaluation and supervision processes. Considering teachers' self-reported intrinsic motivation and perceived levels of autonomy-support provided by administrators during the supervision and evaluation process. The research questions guiding this study were: How do behaviors of administrators influence teacher perception of the evaluation process and teacher perceived level of intrinsic motivation, as well as impact the unique relationship between an administrator and a teacher. The research approach was a sequential transformative approach using data gathered from teacher surveys of intrinsic motivation and teacher perception of administrative support to assist in selecting interview candidates. Data were collected and analyzed from surveys and interviews.;Teachers perceiving administrators to demonstrate Autonomy-supportive behaviors viewed the evaluation process to have a positive impact, providing feedback and communication, leading toward growth and likely to characterize relationships aligned with transformational qualities. Qualities including administrators providing choice; teacher perceived administrative belief of competence in the teacher, and administrative encouragement through feedback which encouraged higher interest from the teacher. Teachers reporting administrative neutral-support indicated a lack of confidence in the evaluation process; due to lack of feedback, poor leadership and lack of administrative presence. Additionally, this group was less affirming in recognizing teaching skills and confidence when compared to others. Teachers within this group relied more on self-motivation for professional growth.;The implications lie in administrative behavior as perceived by teachers, specifically feedback. It is crucial for administrators to connect supervision and evaluation processes to opportunities to provide rich feedback for all teachers. There is much to learn about administrative behaviors and relationships between administrators and teachers impacting teacher motivation.