Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory

Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize at this stage. Support systems for in induction period Israel include a workshop mentoring process. This study examined how support teachers’ psychological needs facilitators teacher-mentors schools contributed to their optimal functioning workshops, schools, teaching. Questionnaires were administered 261 Bedouin Arab Jewish teachers. Based structural equation modeling analysis, results indicated predicted sense competence autonomous motivation which turn Autonomous teaching was also teacher-mentors’ competence, investment school, self-actualization. The findings have implications regarding conditions needed improve various cultural groups highlight importance environment supports during induction.