Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Kelly Dickinson

Second Advisor

Mike Gavin

Third Advisor

Dana Liberton


The purpose of this study is to examine the relationships between psychological need satisfaction, motivational regulators, and intrinsic motivational outcomes regarding teacher evaluation systems related to the self-determination theory. The study consisted of 144 participants from two school districts and 18 school buildings. Confirmatory factor analysis and structural equation modeling showed that psychological need satisfaction positively predicted autonomous motivation and in turn, positively predicted enjoyment and pressure, while also negatively predicting value. Psychological need satisfaction also negatively predicted controlled motivation with autonomy and competence, but positively predicted relatedness. Controlled motivation positively predicted enjoyment, but negatively predicted pressure and value. Twenty participants were interviewed and a thematic analysis concluded two main themes: Teacher evaluations do not hold value for teachers and evaluations do not increase motivation. Thematic analysis also concluded four subthemes: (a) autonomy and peer competence promoted value and enjoyment, (b) relatedness improves all motivational indexes and adds value, (c) evaluations do not increase pressure, and (d) improvement plans do not influence motivation. These findings can help provide insight into how teacher evaluation systems could change for the better, giving teachers a greater sense of value and motivation and increasing teacher retention.

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