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Pelletier, Luc G.; Sharp, Elizabeth C. – Theory and Research in Education, 2009
The purpose of the present article is to review the contextual conditions that lead teachers to be more controlling rather than autonomy supportive with their students. Research indicates that the more teachers perceive that school administration thwarts their autonomy by imposing pressures on them, the less autonomous they are in their motivation…
Descriptors: School Administration, Professional Autonomy, Context Effect, Teaching Styles